Unit 3: Inclusive action and legal responsibilities
Session 1: Legal responsibilities and reasonable adjustments
As a public service, policing operates under both operational demands and legal duties. One of the most important is the duty to treat people fairly, lawfully and in a way that accounts for their individual needs.
This session will help you to understand:
- what your responsibilities are under the Equality Act
- what it means to make a reasonable adjustment
- how these responsibilities apply in real-life policing contexts
- how policing actions may unintentionally cause distress, and how to mitigate that.
What is the Equality Act and why does it matter?
The Equality Act 2010 protects people from discrimination in public services, including policing. It recognises that people with a neurodivergent diagnosis may need additional support or flexibility to be treated fairly.
Neurodiverse individuals (including those with autism, ADHD, dyslexia, etc.) are protected under this law as having a disability, even if their condition is not formally diagnosed or disclosed.
What does this mean for you?
You have a legal duty to:
- recognise when someone may need an adjustment to engage fairly or safely
- take reasonable steps to support them, based on what’s possible in the situation
- avoid discrimination or unfair treatment based on behaviour linked to their condition.
The duty is not just about formal processes like custody or interviews. It applies throughout the interaction: during stop checks, responding to incidents, contact centre calls, community engagements and use of restraint or control.
What is a reasonable adjustment?
A reasonable adjustment is a change to the way you communicate, behave or manage the situation to make the interaction fairer and less distressing for the individual.
This doesn't mean compromising officer safety – it means considering the impact of your actions, and explaining, adapting or mitigating where you can.
The following table includes examples of reasonable adjustments in policing. (Note: the list is not exhaustive.) Remember the best thing you can do is ask the person what helps them best.
| Context | What might help |
|---|---|
| Stop and search |
Speaking slowly and clearly Giving more time to respond before physical contact Describing each step of what you're doing in advance Avoiding crowding the person if safe to do so Adjusting search related physical contact |
| Use of handcuffs or restraints |
Explaining clearly why the restraint is being used Using calm, literal language, e.g. ‘I need to use handcuffs to keep everyone safe. Is there anything that might help you feel more comfortable while you wear them?’ Limiting noise and sensory input where possible Giving time and space to decompress once safe to do so |
| Custody processing |
Breaking instructions into smaller steps Explaining procedures clearly, giving advance warning of next steps Offering a quieter waiting area if available |
| Interviews |
Offering breaks and reducing time pressure Allowing support persons or advocates Avoiding leading or rapid-fire questions Using accessible language Checking understanding |
| Contact centre |
Speaking at a steady pace, avoiding complex or indirect language Allowing the caller to finish their thought before moving on Checking understanding before moving on |
| Community visits |
Allowing time to prepare for the visit Using written materials, visual aids or prompts, if helpful Avoiding making last-minute changes |
Video activity 5
Now watch the following video, in which police officer Katie Russell discusses considerations when dealing with a neurodivergent person. When you’ve watched the video, consider which of the actions in the table above apply to taking a witness statement from a neurodivergent person.
Remember that a reasonable adjustment is anything that:
- makes the interaction safer and fairer
- reduces unnecessary distress
- doesn't compromise operational safety.
What if you’re not sure?
You are not expected to diagnose someone, but you are expected to:
- notice behaviours that may indicate someone is struggling in the current environment
- ask or offer support in a respectful way, e.g. ‘Is there anything I can do to make this easier for you?’
- be willing to adapt your usual approach even briefly to reduce distress.
Key takeaways
- You have a legal duty under the Equality Act to make reasonable adjustments for neurodiverse individuals.
- Adjustments are often small, practical steps that make a big difference.
- You don’t need a diagnosis or label – just to exercise awareness, observation and flexibility.
Next you’ll explore what inclusive practice looks like in real-life settings – and how small adjustments, used consistently, create a more effective and respectful policing culture.