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.

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

Produce a suite of materials to help inform the public and members of seldom-heard communities about the use of forensic science evidence in the CJS, to include: a Massive Open Online Course (MOOC), and resources to support increased forensic science education for schoolchildren and factually accurate portrayals of forensic science information in the media. By completing this OpenLearn course, you have been part of this recommendation. Ensure that information about forensic science (i.e., what it is and how it contributes to justice outcomes) is accessible to diverse audiences. Here, people favoured variety – in terms of both location (e.g., access through physical locations such as libraries or community centres) and format (e.g., infographics, video games, audio-based resources – not just written text), acknowledging there shouldn’t be a ‘one-size-fits-all’ approach. Information should be provided early in life (e.g., at school) but also refreshed at the point of need. Provide information about legal rights when asked to provide physical samples, mobile devices or information. People want to understand how such information is or will be used and for what purpose, including assurances of how and for how long data will be stored and who will have access. This applies to the general public but was particularly emphasised by the members of seldom-heard communities. Continuous professional development for police, legal and other CJS professionals about science and how forensic science should be used within investigations including its limitations and the experiences of members of seldom-heard communities with the CJS.

In this week you have seen some of the findings from our research and how they relate to different group’s 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.

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 of trust and distrust in forensic science evidence and how this matters in a criminal investigation. The course took you from the crime scene to the court, examining how police and CSIs collect and use the evidence in Dave’s fictional case. It also looked at how forensic scientists analyse the evidence and how it can be used in an investigation, and when it cannot.

Research on how forensic science evidence is and is not trusted is provided. Data from the public, from people who work in the CJS and those from whom seldom hear is shared. Recommendations for increasing trust-where appropriate- is provided along with better understandings as to why the forensic science might not be trusted.

We hope you enjoyed the course.