["British Journal of Learning Disabilities, EarlyView. ", "\nABSTRACT\n\nBackground\nDeveloping literacy and numeracy skills among patients in secure care/forensic inpatient settings can significantly support recovery and rehabilitation. Some patients in secure care/forensic services can have specific or generalised learning disabilities. In comparison to the Programme for the International Assessment of Adult Competencies (PIAAC) there is a notable disparity in literacy and numeracy skills between forensic inpatients and the general population.\n\n\nAims\nThis service evaluation aimed to explore how patients perceive the role of literacy and numeracy education within their treatment and recovery journey. Specifically, it sought to identify both the educational and personal impact of engaging with an ‘in‐house’ education service.\n\n\nMethods\nA cross‐sectional survey design was used. Twenty‐one male patients accessing an NHS education service within a secure care/forensic inpatient hospital in the North East of England completed a bespoke questionnaire. Participants included individuals with specific and generalised learning disabilities. Additionally, routinely collected data assessing the literacy and numeracy levels of 28 patients were reviewed.\n\n\nResults\nThe initial assessment findings show that the majority of adult patients, with an age range of 18 to 65, accessing the education service in a secure care unit had an equivalent level of 5–7 years age for English and 7–9 years in Maths. In survey responses from patients who had accessed educational sessions they reported experiences of improved confidence in literacy and numeracy, along with perceived improvements in relationships, meaning‐making, and personal interests.\n\n\nConclusions\nThis evaluation highlights the multifaceted value of literacy and numeracy education within secure settings. Beyond skill development, education services may foster therapeutic benefits that support recovery. Further research and systematic evaluation would support understanding of long‐term outcomes and inform future service provision.\n"]