The future of policing depends on how we train those who protect and serve. Yet, in a world where law enforcement is under more scrutiny than ever, too many agencies cling to outdated, rigid training models that fail to prepare officers for the complex realities they face.
Police work isn’t a checklist — it’s a profession that demands emotional intelligence, rapid decision-making and the ability to adapt under intense pressure. If we want officers who lead with confidence, de-escalate with skill and make life-saving decisions in an instant, our training model must evolve — fast.
Experiential learning, rooted in science and proven in practice, offers the key to developing resilient, adaptive and accountable law enforcement professionals. It is time to break away from tradition, embrace innovation and forge a new era in police training; one that ensures officers are not just prepared for the job, but empowered to excel in it.
The science behind experiential learning
American Educational Theorist David Kolb’s Experiential Learning Theory (ELT) is rooted in cognitive and behavioral science, demonstrating how people learn best when they actively engage with their environment. The theory is based on the idea that knowledge is continuously gained through experience and transformation. This aligns with world-renowned psychologist Jean Piaget’s theories of cognitive development, which emphasize the importance of hands-on learning and adaptation. Additionally, neuroscience research supports the effectiveness of experiential learning, showing that engaging in real-world tasks enhances neuroplasticity, helping learners form stronger, longer-lasting neural connections. [1]
ELT is particularly effective for adult learners, as supported by educator Malcolm Knowles’ Andragogy Theory, which emphasizes that adults learn best when they are self-directed and when training is problem-centered rather than content-oriented. Applying ELT to police training ensures that officers are not just absorbing information but actively integrating it into their decision-making processes, improving retention and adaptability. [2]
Kolb’s Experiential Learning Cycle
Kolb’s Experiential Learning Cycle consists of four stages, which correspond to different learning styles and help officers develop into well-rounded professionals: [3]
- Concrete experience (do-er): Officers engage in real-world policing scenarios.
- Reflective observation (diverger/thinker): They analyze their experiences and identify key takeaways.
- Abstract conceptualization (theorizer): They connect their experiences to broader policing principles, strategies, and best practices.
- Active experimentation (converger): They apply what they’ve learned in future interactions, reinforcing and refining their skills.
Figure 1 illustrates how different learners interact with the cycle:
The interplay between these stages ensures that recruits are not only trained in technical skills but also in adaptive decision-making, enhancing their ability to respond effectively to complex situations using key concepts they learned in previous experiences. [3]
Scenario-based training: More than just role-playing
Scenario-based training is an essential component of preparing officers for real-world challenges. The effectiveness of this training approach is backed by research in stress inoculation, decision-making science, and neuroscience. Here’s why it works:
1. Cognitive load and decision-making under stress
- Research in cognitive psychology shows that people under stress experience a narrowing of attention, often called “tunnel vision.” Scenario-based training helps officers become comfortable operating in high-pressure situations, improving their ability to make decisions when it matters most. [4]
- Studies on police decision-making show that officers who regularly engage in immersive training exercises develop stronger pattern recognition skills, allowing them to anticipate threats and respond more effectively.
2. Memory retention and muscle memory
- The spacing effect, a well-documented psychological principle, suggests that repeated exposure to similar challenges over time leads to better long-term memory retention. Scenario-based training ensures officers reinforce essential skills through iterative practice. [2]
- Procedural memory, the part of the brain responsible for learned behaviors, strengthens through repeated, meaningful engagement in hands-on exercises. Officers trained with realistic scenarios are better prepared to respond instinctively when faced with real emergencies.
3. Bridging theory and practice
- Too often, police training stops at theory — leaving officers underprepared when theory meets the chaos of the real world. Scenario-based learning provides a bridge between classroom learning and field application, ensuring recruits understand not just what to do, but why they are doing it. [1]
- Neuroscientific studies suggest that experiential learning engages multiple areas of the brain, fostering deeper learning and better recall in high-pressure situations.
4. Psychological resilience and stress management
- Regular exposure to realistic training builds officers’ resilience by gradually increasing their tolerance to stressful situations. This aligns with the principles of stress inoculation training (SIT), a technique used in both law enforcement and the military to prepare individuals for high-stress environments. [4]
- Officers trained in scenario-based environments report lower levels of stress and anxiety in real-world encounters, which leads to improved decision-making and lower use-of-force incidents.
So, how do we make experiential learning the foundation of police training? Here’s where we start:
1. Make training real and immersive
- Ditch the outdated lecture-heavy approach and get recruits into real-world situations, earlier than before.
- Use scenario-based training and simulations that force them to make decisions under pressure.
- Ensure that scenarios mimic the unpredictable, complex nature of policing so officers are better prepared for reality. [1]
2. Shift the focus from “what” to “why”
- Instead of just teaching policies and procedures, help recruits understand the reasoning behind them. Adults learn best when they understand the “why.”
- After every major incident or exercise, hold structured debriefs where officers can analyze their choices and explore alternative approaches. This needs to be separate from any critical incident debrief for mental health purposes.
- Encourage recruits to challenge assumptions and think critically about their role in the community.
What experiential learning looks like in practice
Imagine a recruit responding to a domestic disturbance call in a training simulation. In real time, they must assess body language, decide whether to call for backup, and determine if a crime has occurred. Afterward, they debrief with instructors to analyze decisions and discuss alternative responses. That’s experiential learning in action.
Leadership must drive the change
If we want better officers, we need better leaders. Police executives, training officers and field supervisors must be the champions of this shift. That means:
- Rethink training policies: Focus on adaptability over rigid rule-following.
- Encourage creative problem-solving: Let officers go beyond the manual.
- Invest in technology: Use AI and VR to enhance realism.
- Train the trainers: Give FTOs the skills to mentor, not just monitor.
- Normalize learning from mistakes: Growth happens in the debrief.
Challenge your status quo
The policing profession is evolving, and our training needs to evolve with it. The officers we train today will shape the future of law enforcement, and most importantly, will shape the future of the relationships with our communities. If we want them to be prepared - not just for the job as it exists now, but for the challenges they’ll face in the future - we must give them the tools to think critically, act decisively, and learn continuously. Stop training officers to follow scripts. Start training them to lead, to adapt, and to serve with intelligence and purpose. The future of policing depends on it.
This change starts at the top. Are you ready to lead it?
References
1. Ederheimer JA. (2001). Using experiential learning techniques to emphasize human rights and improve quality in law enforcement. The Police Chief, 68(11), 20-23.
2. Birzer ML. (2003). Theory of andragogy applied to police training. Policing: An International Journal of Police Strategies & Management, 26(1), 29-42.
3. Kolb DA. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
4. Fletcher T. (2025). Scenario-based training: Effective when done correctly. American Police Beat. Retrieved from apbweb.com.
Police1. (n.d.). High-tech training is not always the solution for a human problem. Retrieved from police1.com.
Figure 1: Smulders, Frido. (2011). Get wet! Teaching innovation theories through experiential learning. J. of Design Research. 9. 10.1504/JDR.2011.040593.
