Why cognitive skills matter in police academy training

Cognitive skills are not just important — they are crucial for police officers who face complex, high-stress situations every day. These skills — critical thinking, problem-solving, decision-making, memory and attention — are the very tools that enable effective policing. Instructional methods that prioritize improving cognition among basic academy recruits enhance the potential for stronger field performance. This article discusses the significance of cognitive skills in law enforcement, the methods used to assess them and the strategies to promote their development.

| RELATED: Train police recruits smarter: Blending problem-based learning with learning styles

Cognition and cognitive skills defined

While definitions vary, cognition refers to the processes involved in thinking and understanding. It is described as “the process of acquiring understanding through thought, experiences, and the senses” [1]. The American Psychological Association defines cognition as “all forms of knowing and awareness, such as perceiving, conceiving, remembering, reasoning, judging, imagining, and problem-solving” [2].

Cognitive processes shape everyday life and enable tasks such as paying bills, scheduling appointments, and organizing work responsibilities.

Cognitive skills in law enforcement

Today’s policing requires officers with well-developed cognitive skills. [3] With increased public scrutiny, law enforcement agencies must prepare a new generation of officers who can think critically, solve problems, make sound decisions and communicate effectively.

To understand how these abilities translate to effective policing, it helps to look more closely at the specific cognitive skills that shape officer performance in the field:

Critical thinking: Critical thinking involves processing and evaluating information — interpreting witness statements, assessing evidence, determining crime elements and preparing investigative reports while maintaining situational awareness and officer safety.

Problem-solving: Problem-solving is a function police officers perform daily and is key to successful policing. [3] It involves resolving issues under changing conditions and requires reasoning, understanding and strong social and communication skills.

Decision-making: Sound decision-making is the cornerstone of effective policing. Officers must make accurate, split-second decisions in high-stress situations. Effective decision-making depends on focused attention and the ability to remain calm under pressure. Research has found that officers with strong decision-making skills possess well-developed cognition and “contextual expertise.” [4].

Communication: Effective communication is fundamental to policing. It involves more than providing information — it requires active listening and understanding nonverbal behavior. Because policing is dynamic, officers must communicate effectively to engage the public, de-escalate volatile encounters and facilitate solutions.

Stress management: Policing is inherently stressful, and managing that stress is vital for maintaining both performance and mental health. Cognitive skills such as emotional regulation and resilience help officers manage stress. [5]

Improving cognitive skills of police academy recruits

Incorporating methods to strengthen cognitive skills in basic academy training is not theoretical — it’s practical. Research suggests performance improves when training progresses from simple tasks to increasingly complex ones. [6] Engaging recruits in interactive scenarios and debriefings builds confidence and experience.

Studies indicate that poor decision-making does not stem from flawed reasoning but from a lack of experience [7]. Instructional methodologies that emphasize experiential learning can therefore promote better reasoning and decision-making.

Several instructional approaches can be particularly effective in helping recruits strengthen these cognitive abilities during academy training:

Scenario-based learning: Scenario-based training emphasizes real-world problem-solving and decision-making to enhance field performance. Interactive scenarios replicate stressful conditions that challenge cognition. [5] Engaging in high-stress training builds confidence and provides valuable experience. Andersen et al. conclude that officers trained through experiential learning outperform those trained through traditional instruction. [8]

Role-playing exercises: Role-playing exercises allow recruits to practice communication skills in a controlled setting. These activities enhance conflict resolution and de-escalation abilities while improving social and interpersonal skills.

Conclusion

Strong cognitive skills are essential for effective policing and successful community engagement. By improving recruits’ cognitive abilities through interactive learning, agencies give new officers experiential knowledge that enhances critical thinking, memory, attention, problem-solving and decision-making. These enhanced skills enable officers to better understand their communities’ needs, leading to improved outcomes.

What cognitive skills do you see recruits lacking most when they enter the field? Share below.

References

1. Kastens K, Dere A, Pennington D, Ricchezza V. Research on cognitive domain in geoscience learning: quantitative reasoning, problem solving, and use of models. In: St. John K, ed. Community Framework for Geoscience Education Research. National Association of Geoscience Teachers; 2018.
2. American Psychological Association. Cognition. In: APA Dictionary of Psychology. American Psychological Association; 2018.
3. Blumberg DM, Schlosser MD, Papazoglou K, Creighton S, Kaye CC. New directions in police academy training: a call to action. Int J Environ Res Public Health. 2019;16(24):1-14.
4. Stenshol K, Risan P, Knudsen S, Sætrevik B. An explorative study of police students’ decision-making in a critical incident scenario simulation. Police Pract Res. 2024;25(4):401-418.
5. Kulshreshtha A, Alonso A, McClure LA, Hajjar I, Manly JJ, Judd S. Association of stress with cognitive function among older Black and White U.S. adults. JAMA Netw Open. 2023;6(3):1-11.
6. Mugford R, Corey S, Bennell C. Improving police training from a cognitive load perspective. Policing: An International Journal of Police Strategies & Management. 2013;36(2):312-337.
7. Klein G. Sources of Power: How People Make Decisions. Leadership and Management in Engineering. 1999;1(1):21. doi:10.1061/(ASCE)1532-6748(2001)1:1(21)
8. Andersen JP, Pitel M, Weerasinghe A, Papazzoglou K. Highly realistic scenario-based training simulates the psychophysiology of real-world use-of-force encounters: implications for improved police officer performance. J Law Enforc. 2016;5(4):1-13.