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This article examines challenges and strategies related to police relationships and engagement with rural communities in England and Wales, Australia and France. It aims to bridge a gap in knowledge around how police balance public demands with organisational and contextual constraints, exploring the role of communication technology in overcoming geographical and cultural barriers in rural policing.

The research draws upon 121 semi-structured interviews conducted across three distinct jurisdictions. In the United Kingdom and Australia, interviews were conducted via Microsoft Teams, while face-to-face interviews were conducted in France. Participants were recruited through the purposive sampling of police working in rural areas. The data were thematically analysed using NVivo Software.

Rural communities have low expectations of policing services, a consequence of geography, organisational structures and limited resource allocation. Building relationships can be challenging owing to isolation and terrain, the need for officers to have local and cultural knowledge, and difficulties in recruiting officers in rural posts. Technology-mediated communication has played a part in the solutions (e.g. social media). However, this may not always be suitable owing to limited connectivity, citizen and police preferences for communication and engagement, and the institutional and cultural nuances surrounding the application of technology.

This article provides empirical insights into the attitudes and experiences of rural police officers, highlighting the distinctive policing context and engagement needs of rural communities. The research underscores the necessity for contextually aware engagement. It suggests that while technology-mediated communication offers some solutions to spatial challenges, its effectiveness may be limited by access, generational preferences and the adaptability of police institutions and cultures.

The themes of accessibility and accountability have come to dominate the police reform agenda in the UK. They are evident, especially, in the rhetoric of ‘neighbourhood policing’, which has been delivered across England and Wales, and in the ‘policing pledge’, which sets out a series of commitments regarding what the public can expect from their local police service. This paper is concerned with exploring these themes and their application in neighbourhood policing. It examines how officers in two police services have sought to implement the requirements of neighbourhood policing and the policing pledge in terms of improving accessibility and accountability of local policing. In doing so, it focuses on arrangements for consulting with members of the public, providing updates regarding their actions and outcomes in addressing local problems and on the provision of data and maps about crime problems. Practice implications are identified.

The article aims to describe the role of asset recovery in combating drug and people trafficking within the UK and the different means by which the proceeds of crime can be taken away from such organised criminals.

The author uses official data on asset recovery to critically analyse both the policing of drug trafficking in the UK and the official discourse on the extent, value and costs to the country of the trafficking of women for sex by organised crime.

The article raises important questions about the credibility of the official estimates of the scale of drug trafficking by organised crime and/or the management and funding of those tasked with policing it within the UK.

The work provides either a more accurate guide on the extent, value and costs to the country of the trafficking of women for sex or a much needed antithesis to the official discourse on the topic.

The National Intelligence Model, described as a ‘model for policing’, defines a process for setting priorities and a framework in which problem solving can be applied. Its strength is a systematic approach that demands standard products and consistent methods of working, which ensure high levels of ownership and accountability. The problem solving approach can also work within this framework. It provides techniques to assist in analysis and develops the tasking and co‐ordinating mechanism through multi‐agency partnerships, which can deliver more sustainable solutions.

Problem solving has been used within policing for almost 30 years but progress in developing problem solving has been slow and the outcomes mixed. In this article, Barrie Irving provides an overview of the debate on problem solving and argues that there has been too much emphasis on techniques and processes and not enough on the management of their implementation. He argues that the police operational culture and training seem to create a hostile environment for the development of problem solving. His recommendations for moving forward include trying to make the methodology fit the police culture it often operates in, rather than trying to make the culture fit the methodology. He also emphasises the need for more efficient human resource management.

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine inquiry-based teaching and learning in international contexts. Respectively from the USA, Canada, Taiwan, and China, the main research question is, “How can we develop an inquiry stance in our similarly diverse teacher candidates?” For five months, they explore the question with one another in an interactive online journal. The analysis of their written journal reflections result in four main themes: (1) naming and framing inquiry and context, (2) perspectives on translating theory to practice, (3) common practices for developing inquiry stance, and (4) policy work. The chapter concludes with a list of recommendations for fostering inquiry-based teaching and learning with culturally, ethnically, and linguistically diverse teacher candidates. Self-study research methodologies, Philosophy for Children, and online journaling are also suggested as professional development models for diverse globalized teacher educators.