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A brief overview of why this topic matters for staff wellbeing in prison services.
Capability and confidence are vital to wellbeing in correctional environments, where staff operate in high‑stakes, emotionally demanding settings. When individuals feel skilled, supported and trusted, they experience greater security, engagement and purpose. It makes a difference when they know their organisation in investing in them, not just for what they do today, but for their potential to grow.
Professional development signals organisational investment and helps staff navigate challenges with confidence. Mentoring, continuous learning and constructive feedback strengthen resilience and build collective competence. Confidence is the bridge between knowing what matters and feeling able to act on it.
Optional ideas informed by the EuroPris Staff Wellbeing Expert Group to help you explore the topic further and adapt approaches to your own prison service.
Develop modular training pathways tailored to career stages to build confidence and competence, including induction, early‑career and advanced leadership modules (e.g., communication, emotional intelligence and conflict management as in Hungary’s three-tiered training system).
Establish structured mentoring programmes to accelerate adaptation and learning for recruits and new staff, including formal mentor assignments with defined goals (e.g., Slovakia’s regulation making mentoring compulsory for new hires by trained senior staff for 18 months in theoretical and practical modules).
Encourage 360° feedback and reflective tools to deepen self‑awareness, including anonymous peer input during annual reviews e.g. in technical and interpersonal development areas (e.g., Lithuania’s 360‑degree competency assessment for leaders).
Validate informal learning by structuring reflection after incidents to consolidate lessons and collective competence, including brief “learning moments” (e.g., Italy’s team reflection following critical events).
Integrate wellbeing and resilience skills into mandatory training to protect staff, including stress‑management and trauma‑informed practice (e.g., mental‑health modules in standard curricula e.g. in Catalonia).
Provide flexible learning formats to widen access, including microlearning, online modules and case simulations (e.g., Slovakia’s digital learning platform with short videos and case quizzes).
Promote cross‑functional projects to expand skill diversity and collaboration, including joint initiatives across custody, rehab and support services (e.g., cross‑departmental project sprints like in Hungary).
Fund external learning opportunities to support progression, including scholarships or study assistance (e.g., external leadership or specialist courses aligned to role needs like offered via funds in Slovakia).
"Confidence grows where skills are nurtured—when people feel equipped, they act with purpose, strength, and clarity."
Short examples from the EuroPris Staff Wellbeing Expert Group members showing how wellbeing is being supported across European prisons.
A small selection of materials identified by Expert Group members to support reflection and learning. These are optional starting points rather than endorsements.
Richtungswechsel (2025). PRISGRADS Seminar on Prison Officer Recruitment and Training – Part 1. [online] YouTube. Available at:
https://www.youtube.com/watch?v=iFZfIkPLU2o
Department of Corrections NZ (2024). Corrections Officer role explained. [online] YouTube. Available at:
https://www.youtube.com/watch?v=ACKg2RWNFwI
IPS_Innovative Prison Systems (2023). PO21 Expert Interviews – Laura Kikas, President of the European Prison Training Academies. [online] YouTube. Available at:
https://www.youtube.com/watch?v=w43YyZxoz-A
Do you have a tool, example, or suggestion related to this topic?
We’re always looking for new ideas and real-world experiences to expand and improve this handbook.
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