More lesson learning, less risk aversion in England and Wales? Prospects for the police (conduct) regulations 2020

Abstract

This article assesses police lesson learning in the context of complaints. First, it discusses their incidence and accounts of complainants’ and officers' perspectives. The genesis of ‘lesson learning’ and the provisions of the Police (Conduct) Regulations 2020 are summarised. Finally, it considers the extent to which the system is likely to replace ‘blame’ with ‘lesson learning’, taking account of psychological effects such as cognitive dissonance. The conclusions are drawn that whilst emphasis on lesson learning is welcome, its application requires an improvement-focussed approach requiring investment in training to reach its potential. The effect on police risk aversion will probably be modest.