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On successful completion of the module, apprentices will be able to:
1 - Critically evaluate the role of leadership in promoting mental health and well-being within educational settings, demonstrating an understanding of relevant policies, frameworks, and best practices. (K36, K38, S1, S16, B1)
2 - Audit and evaluate a strategic plan for enhancing mental health and well-being support in educational settings, incorporating evidence-based practices and stakeholder engagement (K8, K36, S14, S30, B2)
3 - Conduct a critical analysis of the impact of mental health support programs on student outcomes, evaluating their effectiveness in fostering resilience, engagement, and overall well-being. (K40, K41, S10, S11, B5)
4 - Reflect on personal leadership practices and their influence on mental health and well-being initiatives, identifying areas for growth and strategies for enhancing effectiveness in supporting students and staff. (K25, K36, S18, S19, B4, B5)
The module is designed to equip Specialist Teaching Assistants with the essential knowledge, skills, and behaviours necessary to effectively promote mental health and well-being within educational environments. This module aligns with the Level 5 Specialist Teaching Assistant Apprenticeship standard and focuses on developing leadership capabilities that foster a supportive atmosphere for both students and staff. Apprentices will begin by exploring the fundamental principles of leadership in the context of mental health. This exploration will include a comprehensive understanding of relevant policies and frameworks, such as the Children and Families Act, the Mental Health Act, and the Department for Education’s guidance on mental health and well-being in schools. The module will encourage participants to critically evaluate how effective leadership can influence mental health initiatives and create a culture of well-being.
Apprentices will learn to assess existing mental health programs and initiatives, identifying strengths and areas for improvement. This critical evaluation will be supported by case studies and best practices from various educational settings, allowing participants to draw connections between leadership styles and mental health outcomes. Building on the foundational knowledge gained, participants will learn to design and implement a strategic plan that enhances mental health support. This will involve an in-depth exploration of evidence-based mental health interventions, such as cognitive-behavioural strategies, mindfulness practices, and peer support programs. Participants will engage in strategic planning and project management exercises, focusing on how to effectively collaborate with stakeholders, including teachers, parents, and mental health professionals. The module will emphasise the importance of stakeholder engagement in the planning process, ensuring that the voices of all relevant parties are considered. Participants will also be encouraged to demonstrate initiative and resilience as they lead change within their educational settings, fostering a culture that prioritises mental health and well-being.
Apprentices will conduct a critical analysis of the effectiveness of mental health support programs in promoting student outcomes. This analysis will involve examining the relationship between mental health support and key indicators such as student engagement, resilience, and academic success. Participants will learn to collect and interpret data related to mental health initiatives, using qualitative and quantitative methods to assess their impact. The module will encourage reflective practice, prompting participants to consider their own experiences and the outcomes of the programs they evaluate. Continuous professional development will be emphasised, as participants will be encouraged to seek out further training and resources to enhance their leadership effectiveness in supporting mental health and well-being.
Throughout the module, participants will engage in discussions, group activities, and reflective exercises that reinforce their learning and application of the knowledge, skills, and behaviours required. By the end of the module, participants will have developed a comprehensive understanding of the critical role of leadership in mental health and well-being, equipping them to create supportive educational environments that promote the overall well-being of students and staff alike. This module not only prepares Specialist Teaching Assistants to lead effectively but also fosters a culture of mental health awareness and support within their educational communities.
(K1, K8, K25, K36, K38, K40, K41, S3, S11, S14, S16, S18 S19, S30, B1, B2, B4, B5)
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.
Scheduled Teaching and Learning Hours
Hours: 48
Intended Group Size: Cohort
Guided independent study
Hours: 252
Further Details Relating to Assessent
Apprentices are referred to the Module Handbook for full details.
Each Apprentice will create a case study and use an existing framework to audit and critically analyse the impact of a mental health support program on children’s outcomes. The case study will consist of several sections, negotiated with the tutor to ensure the coverage of the KSBs and learning outcomes, whilst also being relevant to the approach of the chosen framework. This may include evaluating the effectiveness in fostering resilience, engagement, and overall well-being of children and staff within a school or setting. The final section will critically reflect personal learning and leadership practices, identifying areas for growth and strategies for enhancing effectiveness.
All apprentices will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -