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The main aim of this essay is to explore prisoner life writing within the specific, richly and multiply dependent context of teaching and learning undergraduate criminology at an English university, from the authorial viewpoint of a teacher and her students as budding criminologists and coauthors. This article seeks to redress a continuing resistance to life history approaches in criminology, despite the discipline being formally devoted to the understanding of the meaning and experience of imprisonment in all its forms and consequences. What follows is a reflection on what students had to say on the fascinating subject of prisoner auto/biography and its place in popular and expert discourses on crime, criminality, and punishment, contextualised within the academic discipline of criminology.

Having type 1 diabetes reduces the life expectancy of adults in the United Kingdom by as much as 13 years.1 Despite incontrovertible evidence that good care reduces the risk of complications such as blindness, renal failure, and premature cardiovascular disease and death,2 as well as complications of treatment such as severe hypoglycaemia,3 fewer than 30% of UK adults with type 1 diabetes achieve current national treatment targets for glucose control.4 The challenges of managing type 1 diabetes do not lessen after the age of 18 years.