The Role of Psychoeducation in Law Enforcement Higher Education

Abstract

Introduction: Transitioning into higher education is a critical developmental stage, particularly for students in law enforcement training who simultaneously hold the status of university students and officer cadets. The dual legal status, institutional hierarchy, and psychological and physical requirements place a significant mental burden on them.

Objective: This paper aims to explore the psychological challenges faced by students entering law enforcement higher education and to examine how psychoeducational interventions can support their mental well-being and preparation for professional duties.

Methodology: The study is based on a review of national and international literature, with a focus on the current state of psychoeducation in police training. It highlights the practices applied in the “Social and Communication Skills” course at the University of Public Service in Hungary.

Results: Findings indicate that psychoeducational interventions – particularly those based on experiential and competence-focused learning – enhance students’ resilience, self-awareness, and emotion regulation. Compared to international practices, the Hungarian model presents innovative and adaptable elements.

Conclusions: Integrating psychoeducation into law enforcement training can reduce dropout rates, support academic performance, and strengthen long-term professional mental fitness. The study addresses a research gap by emphasizing the importance of structured psychological support for cadets.