Back to search
This role will give you great foundations in Mental Health and SEN education to take into your Criminal and Youth Justice aspirations, especially if you aspire to work in Criminal, Youth Justice, Social justice.
We require someone who wants to sincerely advocate for SEMH children, understanding the student’s successes and challenges, all seen through a clinical and progressive and pragmatic lens.
Youth and Community, Psychology & Criminology Graduates required for this LSA role in Wakefield, you will be working children aged 5-11 who have low tolerance levels for stress. If you have ambitions within advocacy and social care, this is a good role to start in.
If you are not a graduate, I would still love to hear from you and discuss your objectives and where your compassion and empathy comes from for these sectors.
Being able to raise student’s emotional & academic attainment is crucial, the ability to connect while also having good academic content, is key. But connecting comes first and in an Alternative Provisions and Specialist SEN schools.
At the point of referral to the provision many pupils have additional, associated and sometimes complex needs, which may include ADHD (Attention Deficit and Hyperactivity Disorder); ADD (Attention Deficit Disorder); many of the children will have extreme anxiety, pressures from within and outside of school.
The school’s aims are not having to exclude any students, finding a process or method that they can keep children in school, even if it is not full time. Building relationships, CONNECT BEFORE CONTENT.
Can you make the student’s life just that little bit better today, keep them safe and demonstrate the value of an education to the students?
- Building relationships as much as each student allows, which will enable you to build the student’s academic attainment.
- Helping the children re-integrate back into school, into the wider community
- The Restorative approach will then aid each child’s education and academic ability and performance, but only when you have connected with the children first
- Number of Therapies introduced and holistic processes, a little progress is a cause for success here
- High cognitive intelligence, SEMH and Autism focus Pathological Demand Avoidance and Pervasive developmental disorder
- Positive engagement, giving the children a sense of acceptance, talking therapy will not always work here so different approaches required
