Unit 3: Inclusive action and legal responsibilities

Introduction

In this unit you will learn how to balance legal responsibilities with reasonable adjustments in your policing, and will explore what inclusive practice looks like. 

You will end the unit by looking at how an action plan can improve your practice. 

Unit 3 learning objectives

By the end of Unit 3 you will be able to: 

• understand what your legal duty means for neurodiverse individuals
• make reasonable adjustments to how you communicate, behave or manage a situation
• incorporate inclusive practice into your team
• create an action plan for your own practice.

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.

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.

Session 2: Inclusive practice in action

Inclusive policing isn't a one-off gesture. It’s a mindset, a habit and a team effort. In this session, we explore what inclusive practice looks like day-to-day, how to maintain it under pressure and how teams can support each other to make these adjustments part of routine, not exception. 

You’ll also walk through a realistic scenario to see inclusive behaviours in action and reflect on how this could apply to your own role and team. 

What does inclusive practice look like? 

Inclusive practice in policing means doing the small things consistently to help neurodiverse individuals feel safe, understood and treated fairly. 

Examples of inclusive behaviours in everyday policing include: 

• slowing down when you notice that someone is overwhelmed 
• repeating questions using the same language, not rephrasing each time 
• stepping back to reduce physical or sensory pressure 
• explaining what you're doing before you do it 
• using a calm and clear tone, even when under pressure 
• being open to routine, repetition or scripting rather than challenging it. 

These adjustments might not feel noticeable to you but they can completely change the experience of the person you’re speaking to. 

It’s a team effort 

Inclusion works best when it’s modelled and reinforced by a team, meaning that:

• supervisors give space for discussion about good practice 
• colleagues back each other up when adjustments are made 
• assumptions are called out when someone labels a person in a discriminatory way 
• inclusive language is part of your culture, not just policy. 

Team culture matters. People are more likely to maintain inclusive behaviours when it’s seen as ‘how we do things’, not just ‘what that one officer does’. 

Now move on to the next session.

Session 3: Action planning

This final session gives you time to reflect on your learning and build a short, meaningful action plan that helps you take what you’ve learned forward into your next shift, your team conversations and your wider practice. 

Inclusion isn’t a fixed outcome. It’s an ongoing commitment. 

Now it’s time to ask yourself: ‘What will I do differently as a result of this learning?’  

Personal action planning 

Use the prompts below to create a short, practical action plan. You don’t need to overhaul your entire approach – you just need to commit to small, specific steps that feel realistic and relevant. 

Step 1: Choose one thing that you’ll start doing straight away 

What simple behaviour, phrase or habit can you start using now that supports inclusive policing? Examples include: 

• ‘I will pause before repeating instructions to allow time for processing.’
• ‘I will switch from saying “Bear with me” to “Give me a moment” to be more literal.’ 

Step 2: Identify one situation where you’re likely to apply this 

Where in your role do you most often engage with members of the public who may be neurodiverse? For example, it could be during custody bookings when the person seems unusually anxious or repetitive, or on the phone when someone is talking quickly or going off track. 

Step 3: Think about what support you might need 

Do you need reminders, resources or team support to embed this change? Examples of what you could note here include: 

• ‘I’ll share what I’ve learned at my next team briefing.’ 
• ‘I’ll keep a printed copy of the communication tips in my pocket notebook.’ 

Step 4: Set a goal for the next four to six weeks 

What would success look like for you? Examples include: 

• ‘I want to use inclusive strategies in at least three interactions and reflect on the outcomes.’ 
• ‘I’ll introduce a short inclusion prompt at the end of our team debriefs.’

Long-term ideas 

Once you’ve embedded a few small changes, you can build on your practice by: 

• encouraging peer reflection or ‘inclusion wins’ in team meetings 
• suggesting inclusive prompts or scenarios in training or briefings 
• sharing articles, videos or resources about neurodiversity with colleagues a
• asking a supervisor to support inclusive practice goals in team planning. 

Inclusion spreads through small conversations and everyday behaviours.

Acknowledgements

Grateful acknowledgement is made to the following sources:

Course image: police light, Scott Rodgerson/Unsplash.

Session 1: police light, Scott Rodgerson/Unsplash; cap and headphones, Mark Rohan/Unsplash; hands on head, Owen Vangioni/Unsplash.

Session 2: police on street, Phil Hearing/Unsplash; messaging apps, Adem AY/Unsplash; speech bubble, Volodymyr Hryshchenko/Unsplash.

Session 3: Post-its, Kelly Sikkema/Unsplash; patrolling, King's Church International/Unsplash; pencil case, Nikon/Unsplash.

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