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On successful completion of the module, students will be able to:
1 - Demonstrate knowledge of trauma-informed practices and their significance in supporting learners' emotional and educational needs.(K37)
2 - Critical evaluate strategies to build trusting relationships with learners, fostering a safe and supportive learning environment.(S3, B3)
3 - Implement strategies that promote social and emotional well-being, recognising the impact of trauma on learning.(K38, S24)
4 - Collaborate with carers, colleagues and others such mental health professionals to provide comprehensive support for learners affected by trauma and adverse childhood experiences.(S14, K30)
The module aims to provide apprentices with a detailed exploration of trauma, defining its various types, including adverse childhood experiences (ACEs), developmental trauma, and complex trauma. Apprentices will learn about the neurobiological effects of trauma on the brain and body, as well as its impact on learning, behaviour, and relationships. Recognising the signs and symptoms of trauma in children is emphasised, linking to STA standards related to understanding child development and safeguarding concerns. The principles of trauma-informed practice are examined, focusing on the four Rs: Realisation, Recognition, Response, and Resisting Re-traumatisation. Apprentices will learn to create a sense of safety and predictability, build trusting relationships and attachments, and promote choice and control within the learning environment. The importance of relational practice is highlighted, with discussions on attachment theory and the development of attuned relationships with children. The principles of and the approaches to the learner voice are key to this. Strategies for supporting emotional regulation, including mindfulness and sensory techniques, will be explored, along with recognising and responding to emotional dysregulation, this includes escalation to appropriate professional support as required.
Creating a trauma-informed classroom is a key focus, where apprentices will learn to establish safe environments, clear routines, and adaptive teaching techniques to meet the needs of children who have experienced trauma. Collaboration with parents and families is emphasised, as apprentices learn to build positive relationships and share information sensitively. The module also addresses the impact of working with trauma on professionals, promoting self-care and resilience. Reflective practice is integrated throughout, encouraging apprentices to consider ethical considerations and the importance of continuing professional development. This comprehensive approach equips apprentices with the knowledge and skills necessary to support the emotional and social development of all learners, particularly those affected by trauma.
K22, K30 K36, K37, K38, K39, K40, K41.
The teaching and learning methods for this module are fully aligned with the Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022–2026), and are designed specifically for an online learning environment. This strategy underpins our commitment to working co-creatively with you, the apprentice, and connecting learning with real-world contexts and societal challenges. Our approach supports you on a personalised, values-driven, and career-focused journey throughout your studies.
All teaching methods have been thoughtfully adapted for online delivery. These include problem-based learning using digital case studies, structured reflective practice tasks, and flipped learning models. In the flipped classroom approach, for example, you will engage with pre-recorded lectures, readings, and online activities at your own pace, allowing for deeper, more meaningful engagement during live online sessions.
Synchronous sessions will replace traditional lectures and will be delivered through interactive online formats. These include live discussions, real-time polling, breakout rooms, and collaborative tools that promote active participation and peer learning. Online workshops will feature co-creative and problem-solving activities that enable you to work effectively in virtual small groups, sharing insights and developing solutions together.
Learning materials will be delivered through our virtual learning environment and will include a range of multimedia resources such as videos, e-textbooks, journal articles, and structured learning tasks to complete independently or in groups. All content will be accessible online to support flexible learning at times that suit you.
Online tutorials will be tailored to your individual learning needs, using digital tools to offer timely feedback and support. These sessions are designed to monitor your progress and provide academic guidance in a responsive, accessible way. Guest speakers and employer contributors will participate in live virtual lectures and Q&A sessions, ensuring that you are exposed to current professional practices within a flexible online format.
Relational pedagogy and person-centred planning are embedded in our delivery approach, ensuring that all online interactions remain supportive, inclusive, and responsive to your needs as a learner. Further detail on the specific teaching and learning methods, including how these have been shaped by apprentice feedback, can be found in the module handbook.
Planned LTU Off-the-Job Delivery Learning
Hours: 27
Intended Group Size: Cohort
Planned Off the Job Learning
Pre-Session Tasks
Hours: 18
Intended Group Size: Cohort
Post-Session Tasks
Hours: 27
Intended Group Size: Cohort
Minimum Self-Directed Off the Job Learning and Practical Training
Hours: 228
Intended Group Size: Individual
Further Details Relating to Assessment
SEMH Specialist:
- K36: National and local policies, practices, processes, and procedures related to social and emotional well-being of learners.
- K37: The theoretical background to support social and emotional well-being in educational contexts.
- K38: Principles and approaches to the promotion of social and emotional well-being in educational contexts.
- K39: The tools available to promote social and emotional well-being to advance learning.
- K40: The impact of social and emotional well-being on children and young people’s learning and development.
- K41: Strategies to advance social and emotional well-being in learning and assessment contexts.
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -