£10

What is clear from this research is that people with learning difficulties and learning disabilities are not routinely identified prior to arriving into prison and once in prison face a number of difficulties. They are more likely to be victimised than other prisoners and are unable to access prison information routinely. They are likely to receive inadequate levels of support of varying quality and, because of their impairments, will be excluded from certain activities and opportunities. Their exclusion from offending behaviour programmes in particular makes it less likely that their offending behaviour will be addressed and more likely that they will return to prison again and again. Despite the restrictions placed on prison staff, resulting for example from inadequate resources and time, and the lack of training and expertise, there are many examples of good work being undertaken to support prisoners with learning difficulties and learning disabilities. Some of these examples reflect the additional investment made by the Youth Justice Board in the prison estate for young people under 18 years. All of these positive developments should be built upon. Although there is much that prisons can do locally to improve things, for example by ensuring that staff are aware of what support is available at their prison and how to access it, commitment across government departments and leadership are essential in order to move beyond the current state of affairs. The report contains a set of policy and practice recommendations for radical reform