“Prison can corrupt individuals, awakening the darkest tendencies of human nature. Prisons are more likely to breed violence and crime than to foster constructive rehabilitation. Recidivism rates exceeding 60% indicate that prisons have become revolving doors for those convicted of criminal offenses.”
— Philip G. Zimbardo, The Lucifer Effect: Understanding How Good People Turn Evil
The education of incarcerated individuals serving prison sentences is a topic that often sparks controversy. In our society, this subject is met with skepticism, if not outright negativity. I dare say that prison education in Poland is neglected and receives little attention. Generally speaking, society views funds allocated to prisoner education as wasted money—resources that could be better spent elsewhere. At first glance, it may be hard to disagree with such an opinion. But is it the right perspective?
The quote at the beginning of this text was chosen deliberately. The author, world-renowned American social psychologist Philip Zimbardo, asserts that prisons are not environments conducive to fostering positive behavior. In Poland, the rate of prison recidivism is alarmingly high, ranging between 60% and 80%, depending on the source. In light of this, we must ask ourselves again: Are the funds spent on prisoner education truly wasted? Is investing in the education of inmates entirely futile, with no potential for benefits?
Personally, I believe these funds are not wasted. While I agree that the costs are substantial, sometimes very high, the logic of prevention applies here as it does in healthcare. Prevention is always cheaper than treating an existing condition. Similarly, investing in changing habits, lifestyles, and education for inmates—hoping they won’t return to prison—is more economical than bearing the cost of their long-term incarceration. For context, the annual cost of maintaining a single prisoner in Poland in 2016 was a staggering 38,828 PLN. With this in mind, can we truly argue that funding prisoner education is pointless?
I have been a teacher in a prison school for many years, working with inmates of different ages, backgrounds, sentences, and life experiences. I am also the founder of an association dedicated to providing education, cultural activities, and sports for those in prison. From my experience, I can confidently say that prisoner education is meaningful, and its success benefits us all as a society.
What, then, is prisoner education? Most people associate the term “education” with formal schooling. While school is an essential element in Polish prisons, there are many other avenues through which inmates can learn new skills and competencies. These include informal courses, cultural activities, participation in competitions, lectures, and temporary releases to attend specific events. These opportunities are invaluable—provided the inmate genuinely wants to participate.
Over my career, I have met many inmates who have changed through such initiatives. While I can’t claim that they became “better” people or entirely abandoned crime, I can affirm that they grew intellectually, earned qualifications, passed exams, and broadened their horizons. Some may have even completely turned their lives around. Though I lack contact with most former students and do not conduct follow-up research, I occasionally hear from them. Some reach out to share news of earning university degrees, finding work abroad thanks to skills learned in prison, or simply leading stable lives. These stories demonstrate the truth in the saying, “Education is never wasted.”
The tangible benefits are undeniable, but it’s equally important to acknowledge the intangible gains. Inmates often acquire soft skills—such as teamwork, communication, and basic social competencies—that enable them to function more effectively and harmoniously in society. Unfortunately, many prisoners exhibit significant deficits in these areas. Programs that develop these skills are critical. From proper communication to work ethic and optimism, these soft skills are just as valuable as formal qualifications.
So how can we organize effective educational programs for inmates? Sometimes passion and ideas are not enough. Financial constraints can be a significant barrier. This is where programs like Erasmus+ come in. They provide excellent opportunities to fund adult education initiatives, including those aimed at prisoners.
I have personally been involved in several projects under Erasmus+’s predecessor, the Grundtvig program. Over the years, I successfully completed four projects in which inmates were the primary beneficiaries. These initiatives included recording a CD of fairy tales for their children, creating educational calendars, and producing self-study materials used by other prisoners. Inmates participated in workshops where they learned artistic techniques, creative writing, and even public speaking. The results were profound: they developed hard skills like crafting art and writing, but also soft skills such as patience, teamwork, and emotional expression.
Additionally, programs like Erasmus+ allow educators to enhance their qualifications. Working with adult learners, particularly inmates, requires a well-prepared team. Thanks to international exchanges and training opportunities, I have learned innovative approaches and methods from colleagues abroad. These experiences have made me a better educator, ultimately benefiting the inmates I teach.
Returning to Philip Zimbardo’s words: “Prison can corrupt people.” Yes, it can. But it doesn’t have to. Much depends on how inmates are guided through their rehabilitation. Doing nothing will achieve nothing. I once spoke with a Norwegian prison guard who shared an insightful analogy: In Norway, prison staff are trained to treat inmates as though they might one day be their neighbors. Indeed, we all prefer to have good neighbors. Ensuring that our future is surrounded by good neighbors requires effort, but it’s effort worth making.
Programs like Erasmus+ are a great opportunity to achieve this goal. Investing in prisoner education benefits not only the inmates but society as a whole. After all, who knows who might move in next door tomorrow?
Hubert Skrzyński – English teacher, Director of the Center for Continuing Education at the Płock Prison. He has been teaching since 1998 and has worked in prison education since 2004.
