Inclusive Adult Educational Opportunities within the Criminal Justice System: Reflecting on the work of the charity Theatre in Prison and Probation (TiPP).

High levels of disadvantage, disability, mental health distress, neurodiversity and acquired impairments associated with getting older are well documented amongst the prison population. An aspect of lifelong learning which happens beyond college and university campuses and does not necessarily lead to accreditation is the focus here. This paper shines a light on prison based broadly educational programmes involving self-expression through widely defined notions of drama. Pertinent literature underpins discussion of an independent evaluation of activities of the UK charity ‘Theatre in Prison and Probation’ (TiPP) which delivers research informed artistic projects within and beyond the criminal justice system (CJS), emphasising personal development over performance or accredited learning. Constraints and rewards of working in this field and the myriad benefits for participants are considered with reference to the TiPP review and wider research. These found that wellbeing, confidence, self-efficacy, employability, future orientation, agency, and reduction in frustration and ‘behaviour which challenges the system’ were frequently identified as benefits of participation. Appropriate support for those aspiring to college or university post release is another issue for inclusive educators which is considered. While ‘nothing about us without us’ is an accepted research principle within critical disability studies, researchers in prison identified extensive constraints around accessing prisoner voice which are discussed here.