Criminogenic Needs and Learning in Prison: Barriers and Opportunities

Reoffending continues to be a significant issue after leaving prison, often because people leave custody without the basics needed to rebuild their lives. At Novus, we see daily how the absence of stable housing, employment, positive relationships, and emotional support can make the transition back into the community extremely tough.

When core needs linked to behaviour, thinking, relationships, or wellbeing aren't addressed during a sentence, individuals face barriers to stability on release and are far more likely to fall back into old habits. Without targeted vocational training, many people struggle to maintain progress, access employment, or build positive routines that reduce the likelihood of returning to crime.

Focusing on the eight key criminogenic needs is essential to breaking this cycle. These needs directly influence the likelihood of reoffending, yet the people who could benefit most from high-quality education are often those whose needs are the most complex.

Novus teachers frequently work with learners who have experienced disrupted education, trauma, substance misuse, or long-term disengagement from learning. When these needs go unsupported, it becomes harder for learners to engage, progress, and imagine a future beyond custody.

This article explores what criminogenic needs are, how they shape engagement and learning in prison education, and why understanding them is crucial for educators and providers working to reduce reoffending.

What are the 8 criminogenic needs?

Criminogenic needs are dynamic, changeable factors linked to offending and reoffending. At Novus, our work across prisons regularly supports learners whose progress is shaped by one or more of these needs. The eight needs are:

• Accommodation
• Employment, training and education
• Relationships
• Lifestyle and associates
• Drug misuse
• Alcohol misuse
• Thinking and behaviour
• Attitudes towards offending

These differ from static factors such as age, past convictions, or childhood experiences, which cannot be changed but help practitioners understand someone's background and level of risk.

While static factors explain history, criminogenic needs highlight where meaningful change can occur, a crucial distinction in a prison setting where the goal is not only to manage risk but to reduce it through rehabilitation.

At Novus, these needs directly inform how we design and deliver education. Our teams frequently work with learners who have experienced disrupted schooling, trauma, or long-term disengagement from learning.

Understanding criminogenic needs helps us tailor support, adapt teaching approaches, and create learning environments where individuals feel able to participate and progress. An example of this is seen in our literacy work, where personalised support helps learners rebuild confidence and re-engage with education, as shown in our prison literacy rehabilitation case study.

In education, criminogenic needs can significantly affect engagement. Learners may struggle with motivation, concentration, attendance, or persistence.

Someone with emotional regulation difficulties may find frustration in the classroom overwhelming. A learner with substance misuse needs may struggle with routine or focus. Those with antisocial attitudes may resist authority or feel disconnected from the purpose of learning.

Without recognising these barriers, educators may misinterpret disengagement as lack of interest rather than a symptom of unmet needs. Understanding these challenges is essential to designing effective, inclusive prison education.

How do criminogenic needs impact education engagement?

Participation in education varies depending on the needs of each individual person. People with alcohol misuse needs have lower engagement rates than average, while those with drug misuse needs tend to meet the average level.

This difference highlights how varied the impact of criminogenic needs can be. Two people with substance-related needs may have entirely different experiences in the classroom.

Novus teachers frequently work with learners who struggle with problem-solving, impulse control, or emotional regulation. They may become easily discouraged, feel overwhelmed by tasks, or struggle to follow instructions consistently. Our creative learning offer helps learners manage frustration, build confidence, and re-engage with education.

Mental health and emotional wellbeing needs can also leave people more susceptible to other criminogenic needs, such as unstable relationships and substance misuse.

Prisoners with all eight needs recorded engage at lower levels than those with no identified criminogenic needs. This does not mean that learners with complex needs are unable to succeed. Instead, it highlights the importance of tailored support, flexible teaching approaches, and environments that recognise the emotional and behavioural challenges many learners face.

How prison education can be constructive

Prison education can be beneficial because it helps learners build new, healthy routines and develop skills that support progression and preparation for release. Education offers structure, purpose, and a sense of achievement, elements that many learners may not have experienced consistently before entering custody.

For neurodiverse prisoners, achieving a qualification can have a real impact on confidence and self-esteem. Education isn't a solution that fixes issues automatically, but paired with the right support, it can help learners think differently about their future and the opportunities available when they leave prison.

Our vocational workshops, from construction and catering to digital skills, help learners build practical, employment-focused skills that support long-term stability.

Mentorship and peer learning are also central to our approach. In most establishments, Novus peer mentors support new learners, helping them build positive relationships and communication skills while strengthening their own rehabilitation journey.

Supporting learners with criminogenic needs

Criminogenic needs shape how people interact with prison education, influencing a learner's motivation, attendance, concentration, and confidence in the classroom.

Those with criminogenic needs are often less likely to stick with education, even though they could gain the most from it, from building new routines and skills to strengthening their prospects on release. At Novus, we recognise these barriers and design our education, vocational training, and support services around them.

When learning is delivered alongside the right support, it can help learners see a future beyond custody and recognise the opportunities available once they leave prison.

Learn more about how Novus supports learners with criminogenic needs, and reach out to our experts to discuss how we can help through our rehabilitation and skills services.