Purpose The purpose of this paper is to descibe the development, delivery and evaluation of a co-produced, five-day Essential Skills Training programme implemented within low secure forensic mental health services in Kent and Medway Mental Health NHS Trust. The programme was developed in response to staff-reported challenges in managing complex relational, behavioural and neurodevelopmental presentations within secure care environments. Design/methodology/approach The training was informed by experiential learning theory (Kolb), trauma-informed practice and relational security principles, and developed through an iterative quality improvement process. It was co-produced and co-delivered by a multidisciplinary team, including professionals from psychology, nursing, occupational therapy, social work and speech and language therapy, alongside individuals with lived experience. A mixed-methods evaluation was undertaken, combining pre- and post-training knowledge quizzes with session-level feedback ratings and qualitative data from participant reflections and facilitator observations. Data were collected from 47 staff members across 372 training encounters. Findings Knowledge quiz scores improved significantly following training, indicating measurable learning gains observed across key topic areas. Session-level ratings of enjoyment, relevance, usefulness and perceived learning were uniformly high, with no meaningful differences identified by professional role or experience. Qualitative findings highlighted the perceived relevance of the training to clinical practice, the value of reflective space and staff-reported development of shared language and team cohesion. Co-production and lived experience input were identified as central to engagement and perceived impact. Practical implications The findings demonstrate the feasibility and value of locally developed, psychologically informed training models within forensic settings. The integration of reflective practice, lived experience and multidisciplinary delivery appeared to support workforce confidence and more relationally informed approaches to care. Originality/value This paper contributes a practice-based account of how relational security principles can be operationalised through co-produced workforce development in low secure services. It offers a transferable framework for services seeking to strengthen induction, support psychologically informed practice and enhance staff engagement in complex clinical environments.
King et al. (Mon,) studied this question.