Social, Emotional and Mental Health Needs (MA Pathway)

Develop your understanding of social, emotional and mental health needs; bring your practice right up-to-date; and enhance your professional development as a reflective, research-led practitioner.

Understand the skills that you need to use to make a positive difference to your setting – and practise them in your setting too.

Develop the essential knowledge of the latest policies, theories and research. Acquire the ability to critique knowledge and existing practice seamlessly.

The course starts in October, February and June

Book and enrol before 15 February to join our next cohort.

Add real value to your school

• Bring expertise in-school and save money.
• Develop practical skills, tutored by experienced professionals.
• Access a wealth of practical resources, academic research and interactive materials to support you.
• Develop your confidence to support the most vulnerable and complex children in your school effectively.

Develop professional expertise

• Bring your practice up-to-date with the latest thinking and emerging trends in working with children with social, emotional and mental health difficulties.
• Recognise the significance of social, emotional and mental health difficulties and their relationship to mental health theories about risk and resilience.
• Gain confidence and expertise in evaluating your own work context in relation to local, national provision and legal frameworks.
• Critically analyse management approaches and tools for assessment and identification.

Learn on the job

• Harness your day-to-day professional experience and work with your tutor to develop your skills.
• Theories, reflection and activities will help you to explore aspects of your own and others’ practice.

Engage with flexible e-learning

• Study online and integrate your learning into your working day.
• Work at a time and pace that suits you.
• Take part in a flexible module that draws on a broad range of learning tasks and practical experience.
• Work closely with your peers and dedicated tutors online.
• Experience mentoring and work placements that really complement your learning.
• Access our sophisticated online learning platform and utilise the latest technologies: video and multimedia content, case studies and problem-based scenarios, directed reading, structured learning logs, online discussion, online questionnaires, peer evaluation, student forum and webinars (with tutors and guest lecturers).

Accrue credits towards your MEd

• Attain 30 Masters-level (M-level) credits when you successfully complete this module.
• We offer an unrivalled range of follow-on, practice-led SEND courses that count towards your MA.
• Get 180 credits and the MA is yours.

Connect with your peers

• Obtain exclusive access to Campus Online^TM.
• Interact with your peers using our advanced learning platform and our unique student forum.

We will ensure that you never feel lonely or unsupported in your studies.

Liaise with experienced tutors

• Enjoy dedicated specialist support from a broad range of experienced tutors.
• Work with a professional tutor and receive dedicated support from the tutor team – made up of experienced SENCOs/SEN consultants/educational psychologists (EPs).

Our SENCOs and EPs know the education sector inside out.

Choose a start date that suits you

Start the module at a time of the year that suits you – October, February or June.

Book and enrol before 15 February to join our next cohort.

Strand one: Theory and perspectives about social, emotional and mental health

In this Strand, you will consider a range of theories and perspectives about mental health and social, emotional and mental health (SEMH) needs.

In particular, you will consider:

• The nature of mental health and the range and prevalence of SEMH needs
• The stigma and discrimination often associated with SEMH needs
• The relationship between SEMH needs, behaviour and educational outcomes
• Legislation and national and local policy concerned with SEMH
• The perspectives of people with SEMH needs
• A range of psychological theories that relate to social and emotional development
• The factors that can influence children’s development and well-being, and
• Good practice in supporting pupils with SEMH needs

Strand two: Supporting pupils with SEMH

In this Strand you will:

• Develop your knowledge and understanding of SEMH and the ways such difficulties can be identified and supported appropriately in learning and social contexts
• Review provision in you setting to support pupils manage SEMH needs
• Understand and know how to respond to more specific mental health difficulties and well-being issues
• Understand and facilitate effective inter-professional communication and collaboration
• Assess, plan and monitor provision to meet the needs of individuals and groups of pupils with SEMH needs, and
• Apply and evaluate approaches and interventions to maximise learning and manage behaviour.

Strand three: Planning to develop SEMH provision

In this strand, you will reflect on how interventions are evaluated in your setting as well as consolidate what you have learned about your setting in the light of current research evidence on the effectiveness of SEMH provision and the available range of interventions.

In particular, you will:

• Develop a provision map and relate interventions in your setting to the research base.
• Create a plan for personal and systemic change in relation to SEMH provision in your setting
• Share your findings with your working group and manager or headteacher
• Draft your final assignment using information drafted in this learning experience

Assessment is through coursework assignments covering the learning outcomes and comprising two 3000 word or equivalent assignments, as follows:

• Critical analysis 1 (3000 words or equivalent): Changing policy and provision for pupils with social emotional and mental health needs: Describe recent and relevant policy documents that relate to young people’s mental health, and reflect on the impact of these on practice and perceptions of mental health in schools. 
• Assignment 2 Practice analysis & Reflection (3000 words or equivalent): Awareness of the factors that can impact on young people’s mental health, reflection on the delegates own provision in relation to supporting young people with SEMH, with regard to best practice and analysis in this area.

• You will develop your professional knowledge and understanding through practice – it’s the best way to learn.
• Campus Online^TM will support you with content that complements your learning every step of the way.
• Study with some of the finest practitioners around and engage with outstanding content and practical activities that truly enhance your professional development.

Do you have an undergraduate degree?

You will need one to take this module.

Already working in an education setting?

You will get the most out of this module if you work in an education setting with children, young people or adults.

Or do you require access to an education setting?

You will need to get written permission from a senior member of staff to regularly access a setting. We will show you the best way to do this, enabling you to carry out our learning activities in your chosen setting.

Please note

As part of this process, you will also need to complete a Disclosure and Barring Service (DBS) check. Visit GOV.UK for more information.

Are you based in an international setting?

This course is available online and can therefore be completed anywhere in the world. Please click here for advice on payment options and other information relevant to those studying outside of the UK.

• Single payment of £1,140 + VAT.

Speak to us (01273 358080) or make a booking.

Cohorts begin in October, February or June.

Book and enrol before 15 February to join our next cohort.

Please note: as it takes time to process your application and payment, we strongly recommend to register as soon as possible, so that you don’t miss the next intake.

‘Do this course… it gives you a great overview of SEMH and the opportunity to develop your knowledge and make an impact for young people in all settings.’ Teresa Deverick 

Our Programme Prospectus will provide you with additional information on M-level practice-led learning modules in Leading Inclusive Education.

Download the prospectus.