This study examines the use of immersive video (IV) as a teaching tool for police officers in a UK force, with a focus on child protection. A survey of 183 officers was conducted to evaluate their experiences of IV training, its effectiveness, and its impact on their confidence in handling child protection cases. Findings indicate that officers found IV beneficial for knowledge retention, confidence building, and the development of empathy and understanding. These benefits were particularly pronounced among officers who identified as neurodivergent, with many attributing their positive learning experience to the engaging, realistic nature of the scenarios. IV enabled officers to experience both the operational and emotional dimensions of child protection work, enhancing their overall preparedness. A majority of respondents were positive about the potential use of IV in other areas of training with self-defence, domestic violence and road collisions given as specific examples.

To gain deeper insights, we conducted focus groups to explore officers' attitudes towards IV training and to identify key elements of effective learning design. This included how IV training was introduced, the nature of any reflective discussions, and its applicability to other policing areas. Our findings highlight the potential of IV as an impactful pedagogical approach that enhances engagement, understanding, and retention of complex concepts. We also explore how IV can be integrated into continued professional development to support best practices in policing, including multi-agency collaboration. This research contributes to the growing discourse on innovative police training methods and their role in improving knowledge, developing empathy and supporting operational effectiveness.

Keywords: Immersive video, experiential learning, police training, child protection, neurodivergence.