6 Recommendations from the research

Our recommendations for improving public trust in forensic science are grounded in the evidence of a strong link between public trust and the willingness of individuals to share information and materials of forensic relevance with investigative authorities. While diverse backgrounds and criminal justice interactions and experiences pose different barriers to trust and cooperating with investigators, several issues consistently emerge across both the general public and members of seldom-heard communities. Key among these is a limited understanding of what authorities will do with the information provided and the purposes for which it will be used. Addressing these concerns through tailored education that reflects the circumstances and realities of the communities involved presents a clear opportunity to strengthen trust and enhance public cooperation with forensic and investigative processes.

To achieve this, we recommend the following:

Show description|Hide description Illustration of a lightbulb coming out of a book.

Develop a coordinated suite of public-facing educational resources to improve understanding of forensic science within the CJS. This should include a Massive Open Online Course (MOOC), resources to support forensic science education in schools, and guidance to promote accurate portrayals of forensic science in the media. Engagement with initiatives such as this OpenLearn course represents an important step towards this goal. Ensure that information about forensic science is accessible, inclusive, and responsive to diverse audiences. Research emphasises the importance of variety in both delivery format (e.g., infographics, video, audio content, interactive tools) and location (e.g., libraries, community centres, and online platforms), recognising that a ‘one-size-fits-all’ approach is ineffective. Education should begin early (e.g., in schools) but also be available at the point of need through community networks or accessible reading materials. Provide clear, transparent information about legal rights and data use when individuals are asked to provide physical samples, mobile devices, or other personal information. This includes explaining how and why data will be used, who will have access to it, and how long it will be retained. Crucially, it also includes the right that other than suspects, people do not have to hand over forensic science evidence to an investigation. Ensure professional development across the CJS workforce, e.g., to police and legal professionals, provides an understanding of forensic science, its appropriate use, and its limitations. This should also include greater awareness of the experiences and perspectives of seldom-heard communities, to support more informed, equitable, and trust-building practices.

In this week you have seen some research findings and how they relate to different perceptions of trust in forensic science. We have also explored some of the drivers of trust and distrust and the impact they can have in the CJS. Next time you’re reading about a crime where there is forensic evidence, think about why or why not you trust it.

This downloadable document has handy references on how forensic science evidence is used in a criminal investigation and trial.

Crime to court booklet [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]

In this course we explored the role and importance of trust and distrust in forensic science evidence in a criminal investigation. The course took you from the crime scene to the court, examining how police and CSIs collected, analysed, and used the evidence in Dave’s fictional case. It also looked more broadly at when it can and cannot be used in an investigation.

Research on trust in forensic science evidence was provided. Data was shared from three groups: the public, people who work in the CJS and those whose opinions are seldom heards. Recommendations for increasing trust-where appropriate- was provided along with better understandings as to why the forensic science might not be trusted.

We hope you enjoyed the course.