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The purpose of this paper is to present a theoretical framework, which describes how police training programs can be developed in order to improve learning retention and the transfer of skills to the work environment.

A brief review is provided that describes training strategies stemming from Cognitive Load Theory (CLT), a well‐established theory of instructional design. This is followed by concrete examples of how to incorporate these strategies into police training programs.

The research reviewed in this paper consistently demonstrates that CLT‐informed training improves learning when compared to conventional training approaches and enhances the transferability of skills.

Rarely have well‐validated theories of instructional design, such as CLT, been applied specifically to police training. Thus, this paper is valuable to instructional designers because it provides an evidence‐based approach to training development in the policing domain.

The purpose of this paper is to report findings on an initiative set up by The Welsh Assembly Government to provide free, healthy breakfasts to primary school children throughout Wales.

The research employed a cluster randomised controlled trial design with 58 schools in South, West and North Wales. Quantitative measures were taken at baseline, four months and 12 months.

With the injection of more money and effective services it was found that the free school breakfast initiative could help improve health and social inequalities.

This paper provides some of the background to the initiative, describes the evaluation and highlights some of the key methodological issues that arose during the course of the research.