As a former case manager in a federal prison, I remember one inmate who repeatedly violated the rules, although the violations were always minor in nature. He failed to report to scheduled medical appointments on time, did not stand for the official count at the required time and arrived late for his kitchen assignment whenever he wanted to. Staff perceived him as lazy, disrespectful and noncompliant.
After talking with him several times, I began to sense that something else was taking place beyond the fact that he was violating various rules. Even though he was a man in his 30s, the inmate had difficulty processing information, would forget instructions almost immediately after receiving them and did not understand many of the institution’s basic expectations.
With every conversation, it became clearer that the inmate’s behavior was not simply the result of a disciplinary issue. He appeared to have considerable cognitive and educational challenges that affected his ability to function on a daily basis inside a correctional facility.
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Regrettably, cases similar to this exist throughout the corrections system every day. Correctional professionals frequently report inmates making comments such as, “I don’t understand what you told me,” failing programs, forgetting instructions or being unable to complete simple programs or paperwork.
In most correctional facilities, these behaviors are immediately labeled as manipulation, laziness or intentional noncompliance. While these labels may apply in some circumstances, in other situations the inmate may have a significant learning deficiency or an undiagnosed learning disability.
Research supports these concerns. Although the study cited here is dated, its findings remain relevant today. A study conducted by the National Institute of Justice included more than 1,000 inmates in state prisons in Louisiana, Pennsylvania and Washington. The study found that nearly 42% of inmates functioned at or below the fifth-grade level and were therefore classified as functionally illiterate. [1]
Additionally, the study found that 82% of inmates identified as learning disabled showed signs of potential learning disabilities, particularly involving auditory and visual processing skills. [1] These findings have clear operational implications for corrections professionals.
Understanding the operational impact
A key aspect of maintaining order, discipline and safety inside correctional facilities is communication, comprehension and compliance. Inmates are expected to understand orientation procedures, disciplinary rules, medication instructions, program expectations, release conditions and reentry planning.
Many incarcerated individuals lack the reading ability, information-processing skills or memory retention needed to fully understand what staff are communicating. For example, an inmate may nod to indicate understanding during housing orientation but later violate a housing rule because he did not fully comprehend the information presented. An inmate may repeatedly struggle with cognitive behavioral programming because of difficulties with reading comprehension and completing written assignments. A resident in a halfway house could miss deadlines or fail to complete release paperwork because he is unable to properly process staff instructions.
Staff can see the behaviors displayed by inmates or residents, but they may not see the underlying issue behind those behaviors. Understanding how learning deficiencies can affect inmate behavior can help staff manage situations more effectively. This understanding does not excuse criminal behavior or eliminate the need for accountability.
Practical strategies for staff
How can corrections staff help? Recognizing the possibility of learning deficiencies is only the first step. Corrections professionals can take several practical measures to improve communication, reduce misunderstandings and support inmate success while maintaining accountability:
- Communicate as simply as possible. Long explanations, difficult words and excessive jargon can create additional barriers for inmates with cognitive limitations. Clear and concise communication almost always improves understanding.
- Confirm comprehension rather than making assumptions. When giving instructions, ask inmates to repeat them back in their own words. This can help prevent future misunderstandings, disputes and arguments.
- Strengthen literacy and learning-disability screening during intake. Basic educational assessments may identify reading levels but often fail to detect cognitive-processing problems or learning disabilities that affect functioning within correctional settings.
- Provide correctional education programs that use alternative instructional methods. Some inmates learn more effectively through repetition, visual demonstrations, hands-on instruction or smaller learning environments than through traditional classroom lectures.
- Provide correctional officers and case managers with basic awareness training on learning deficiencies and communication barriers. While staff are not trained psychologists, understanding the signs of cognitive limitations can improve communication and support rehabilitation efforts.
Educational deficits in prisons are not merely academic concerns. They are institutional management, rehabilitation, reentry and public-safety issues. Sometimes an inmate fails to complete a task not because he refuses to do so, but because he does not understand how to complete it. Recognizing that distinction can improve inmate-staff relationships and contribute to better long-term outcomes.
Reference
1. Bell R, Conard EH, Suppa RJ. (1984). The findings and recommendations of the national study on learning deficiencies in adult inmates. Journal of Correctional Education, 35(4):129-137.
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