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Psychologically Informed Planned Environments (PIPEs) are designed to support individuals to develop positive relationships. This can be achieved through social activities and engagement with committees. Developing understanding of diversity and inclusion (D&I) continues to be an area of need in criminal justice. A custodial PIPE therefore developed a D&I committee, which included the planning and delivery of community events. This study aims to explore the effectiveness of the committee and events in increasing understanding of protected characteristics, enabling individuals to raise D&I-related issues, developing positive relationships and increasing feelings of safety.

Eight participants residing on a PIPE engaged in semi-structured interviews to explore their experience of the D&I committee and events. Thematic analysis was used to explore the responses and to identify common themes within the data.

Four themes were identified: “you’re in a safe environment here”, connectedness, opportunities to learn and grow and “it could be better”. The research indicated that the D&I committee and events support several of the enabling environments standards and provide prisoners with an opportunity to build on their strengths and capabilities, in line with the Good Lives Model (Ward, 2002; Ward and Gannon, 2006), which underpins the ethos of PIPEs (NOMS and DoH, 2012; HMPPS and NHS, 2023).

There is scope for similar committees to be implemented in other psychologically informed environments, which could potentially be extended to other therapeutic environments and “standard wings” within prisons. However, future research should consider the influence of prisoners’ individual characteristics on their experience of such committees and events.

PIPEs provide a unique environment in which various committees can be implemented. A D&I committee has provided the space and opportunity for staff and prisoners to develop their knowledge and understanding and to build positive relationships. This research has evaluated the effectiveness of this and aims to promote the use of such committees in other services.

To provide insights around navigating, coping and tackling racial inequalities at university through three key areas: peer support through sharing stories, motivating others in the call to action through developing an anti-racist socially just consciousness and student staff co-creation to build belonging and community at university.

Varied approaches are included around pedagogy, curriculum, peer support, using creative outputs, sharing stories and valuing student wisdom through co-creation underpinned by empirical research.

I concede that establishing race equity in higher education continues to be an ongoing struggle, complete with trials, tribulations and trauma. As “The Forced Silence” outlines, to affect any changes in the institution or in the community and wider society, the changes have to take place at the peer level initially, as it is people and individuals who make up the system. This means that tackling racism is everyone’s business and we all have a responsibility for this work. Privileged folks who are seemingly disaffected by racial discrimination are indeed misguided, as racism is an illness in society and significantly harms our global community. Within higher education institutions, educators occupy a position of power (Hearn, 2012), which I argue we must use in a socially just manner to support all our students to succeed. By embodying and enacting care, compassion and respect within our practice, we can then instil the same in our students, just as we would do for our own children. Our students, just like our children, can then go into society as holistic and socially just conscious members of our community, which I argue is even more important than graduating with a good university degree.

I use a range of original poetry and theory with a view to supporting my academic professional practice in higher education.