This article explores the increase in the number of older people on probation caseloads. ‘Older’ clients are defined as those aged 50 and over, in line with the use of this definition by Her Majesty’s Prison and Probation Service. Drawing upon a Freedom of Information request submitted to the Ministry of Justice, the data show increases in the age of probation clients across community orders, suspended sentences, and supervision on licence. One in five residents in Approved Premises are over 50. Despite the increase, there is a dearth of research relating to the needs of older people on probation and how well probation services and staff are equipped to meet their needs. Consequently, this article utilises research relating to older prisoners, drawing inferences to probation experiences. This prompts the question of whether probation is ‘institutionally thoughtless’, a term coined relating to the daily experiences of older prisoners. This article depicts findings from qualitative interviews with older prisoners in prison for the first time. The findings highlight ambivalence towards completing accredited programmes, which may be applicable to probation settings. This article concludes that action to tackle discrimination requires a commitment to justice, self-awareness, and knowledge via policy and practice.

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This paper reports on a process of collaborative reflection undertaken by the authors in their capacity as academic staff delivering employability-focussed modules to undergraduate criminology students on large courses in a post-92 higher education institution (HEI) in the United Kingdom (UK). First, the broad context of higher education policy and the criminal justice sector is explored. The setting of the reflection is outlined, including the format of the modules which form the basis of the reflection and the underpinning methodological approach taken by the authors. Three key thematic areas emerged from the reflexive process: engagement and relationship development with the external sector, student readiness, and the role of academic staff. Each and these will be analysed in the context of extant literature. Finally, the authors make recommendations for stakeholders and a model for embedding employability activity will be provided, aimed at an interdisciplinary audience.