.

Key details

Start date(s)
September 2026
Study Mode
Full-time (1 year)
Part-time (2 years)
Location
Horsforth Campus
School
Education and Childhood

The MA Mental Health in Children and Young People focuses on the nature of mental health in educational and social care environments for children and young people, examining how mental health can impact on an individual.

This is a practitioner-focused course that will equip you with the skills, knowledge and understanding to work in a multi-professional environment with individuals and families, with a focus on promoting and supporting positive mental health.

The Student Contract

About this course

We’ve designed this course in the context of present challenges in working with young people and families in supporting positive mental health.

You will address issues at an advanced practical level, such as how to identify wellbeing concerns, as well as how organisations can understand their role in supporting mental health and emotional wellbeing.

You will look into support offered to children and young people with identified needs and how provision is designed, monitored, evaluated and implemented as well as developing a preventative approach to meeting need. We will also focus on emerging issues within mental health, ensuring that you are at the forefront of practice nationally and internationally.

The course will adopt a multidisciplinary approach, with three elements that focus on theory, practice and research in mental health that are integrated into each module. You will explore a range of evidence-based practice in early intervention methods for promoting emotional wellbeing. We also make sure there is plenty of focus on employability and progression within the area of mental health in education and social care, which will include one-to-one support for individual career planning.

There will be a chance to personalise your assessments throughout the course, with negotiated tasks linked to your own strengths to evidence the course outcomes.

By the time you graduate, you’ll have the skills, knowledge, and experience to make a positive impact on the mental health of children and young people.

Why study with us

  • Learn how to deliver interventions that meet the needs of children and young people who have additional barriers to their social and emotional wellbeing or identified mental health issues.
  • Explore the national context related to mental health in children and young people, considering the impact of the latest national strategies on staff and students in schools and colleges, specialist mental health services, families and communities.
  • Take a non-clinical approach, focusing on the skills you’ll need to work with children and young people at a universal level to promote overall good mental health.
  • Personalise the course to focus on your particular areas of practice interest.
  • Network and collaborate with other students and sector specialists, improving your own expertise in mental health.
Psychology student working in a group.

Our academics say...

“The MA in Mental Health in Children and Young People is a fantastic foundation in working with children and young people with mental health issues. This course will support your journey in practice and research within the current complex context in a way that suits your learning needs and beyond”.

Tracy Laverick, Programme Leader

Course modules

You will study a variety of modules across your programme of study. The module details given below are subject to change and are the latest example of the curriculum available on this course of study.

Course content

You will study four core modules and two option modules throughout your degree.

Mental Health in Context – Core

This module will examine policy, current context, issues, and debates. You will critically analyse the present strategy in developing and responding to the mental health needs of children and young people. You will develop a deep level of understanding of how mental health strategy has been developed by the government and how other guidance links into this emerging area.

Social, Emotional and Mental Health (SEMH) Needs – Core

This module will examine the different social, emotional and mental health (SEMH) needs. Young people and children who have a SEMH need often have severe difficulties in managing emotions and behaviour, the causes and triggers to these will be explored. SEMH does not have to be a lifelong condition and with appropriate support and intervention, children and young people can move forward and live successful lives. The types of support at a universal and early intervention level will be studied. 

Research Methods – Core

There will be a range of research methods covered and the module will explore the issues linked to research in mental health with children and young people. You will learn how to develop research proposals for your chosen dissertation option and be introduced to the relevant skills and resources to complete your project.

Supervised Research Project – Core

You will engage in the collection, interpretation, and critical analysis of data, developing your skills in synthesising research findings to draw well-founded conclusions that can significantly influence policy and practice. This module will also encourage you to critically evaluate your research outcomes, guiding you to report your findings and conclusions in a way that highlights their impact. You will exercise careful judgement throughout the research process, ensuring that the deliverables are relevant and impactful with respect to your chosen approach. By navigating these learning outcomes, you will gain a strong framework for conducting meaningful research and will be equipped with the knowledge to make informed decisions that can lead to transformative changes in policy and practice.

Individual Intervention Strategies in Practice – Optional

This module will focus on developing your own practice with children and young people using evidence-based intervention strategies in SEMH. These will include using motivational interviewing and mentoring techniques, relational approaches, nurturing principles, and utilises an evidence-based assessment, plan, do, review approach.

Family Intervention Strategies in Practice – Optional

This module will focus on developing your own practice with working with families using evidence-based intervention and support strategies. This will include learning how families can be strengthened through practice and support strategies which can be used across a  range of settings. There is a practical focus on intervention including assessing needs and building resilience in families with children and young people with SEMH needs.

Special Educational Needs and Disability Strategies in Practice – Optional

This module will focus on developing your practice with children and young people who have a special educational need or disability using evidence-based strategies linked to their SEMH needs. This will include investigating different SEND including those of children with autism, ADHD and specific learning difficulties. Identification, assessment and intervention-linked SEMH will be examined in practice.

Safeguarding and Supervision in Practice – Optional

This module will focus on the safeguarding needs of children and young people who have SEMH needs, including the impact of SEN, vulnerable families and child sexual or economic exploitation. There will also be an opportunity to investigate the impact on a child or young person of a parent or family member who has mental health needs and who has the types of support strategies which are effective. The practice of safeguarding within a setting will be examined and best practice methods evaluated.

Course structures

September - Full-time
Year Term Module Credits Contact hours
1 Term 1 Mental Health in Context 30 35
Term 1 & 2 Social and Emotional and Mental Health Needs 30 35
Term 1 & 2 Research Methods 15 25
Term 3 Supervised Research Project 45 25
Students are required to choose one of the below option modules:
Term 2 Individual Intervention Strategies in Practice (Option) 30 35
Term 2  Family Intervention Strategies in Practice (Option) 30 35
Students are required to choose one of the below option modules:
Term 3 Safeguarding and Supervision in Practice (Option) 30 35
Term 3 Special Educational Needs and Disability in Practice (Option) 30 35
September - Part-time
Year Term Module Credits Contact hours
1 Term 1  Mental Health in Context (Core) 30 35
Students are required to choose one of the below option modules:
Term 2 Individual Intervention Strategies in Practice (Option) 30 35
Term 2 Family Intervention Strategies in Practice (Option) 30 35
2 Term 3 Safeguarding and Supervision in Practice (Option) 30 35
Term 3 Special Educational Needs and Disability in Practice (Option) 30 35
Students are required to choose one of the below option modules:
Term 1 & 2 Social and Emotional and Mental Health Needs (Core) 30 35
Term 1 & 2 Research Methods (Core) 15 25
Term 3 Supervised Research Project (Core) 45 25

Learning and teaching

The Student Contract

We use a range of assessment methods throughout the course, giving you the opportunity to draw on your professional experience as well as  our academic learning.

These include

  • formal written essays
  • case study reports
  • development of an SEMH intervention
  • research proposal
  • research critique
  • cost-benefit evaluations
  • reflective portfolio
  • online seminars
  • a major research project (dissertation). 

Additional support in the form  of online tutorials, and one-to-one support is provided to ensure all students, from all backgrounds, are able to develop the skills needed to successfully complete assessments at Masters level.

Learning and teaching

At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.

Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:

  • high quality teaching
  • an engaging and inclusive approach to learning, assessment and achievement
  • a clear structure through which you progress in your academic studies, your personal development and towards professional-level employment or further study.

We have a strong reputation for developing student employability, supporting your development towards graduate employment, with relevant skills embedded throughout your programme of study.

We endeavour to develop curiosity, confidence, courage, ambition and aspiration in all students through the key themes in our Learning and Teaching Strategy:

  • Student Involvement and Engagement
  • Inclusion
  • Integrated Programme and Assessment Experience
  • Digital Literacy and Skills
  • Employability and Enterprise

To help you achieve your potential we emphasise learning as a collaborative process, with a range of student-led and real-world activities. This approach ensures that you fully engage in shaping your own learning, developing your critical thinking and reflective skills so that you can identify your own strengths and weaknesses, and use the extensive learning support system we offer to shape your own development.

We believe the secret to great learning and teaching is simple: it is about creating an inclusive learning experience that allows all students to thrive through:

  • Personalised support
  • Expert lecturers
  • Strong connections with employers
  • An international outlook
  • Understanding how to use tools and technology to support learning and development

Entry requirements

Leeds Trinity University is committed to recruiting students with talent and potential and who we feel will benefit greatly from their academic and non-academic experiences here. We treat every application on its own merits; we value highly the experience you illustrate in your personal statement.

The following information is designed to give you a general overview of the qualifications we accept. If you are taking qualifications that are not included below, please contact our Admissions Office who will be happy to advise you.

  • A good (2:2 or above) BA or BSc degree in a relevant area. 
  • You will need to be working or willing to take up work/volunteer in a relevant setting working with children or young people around emotional wellbeing and developing positive mental health in a universal manner OR you will need to have a minimum of three months’ experience of ongoing engagement with groups of children and young people. You need to show this in your application form in both your personal statement and work record. One of your references must be from this work with children. Your personal statement is a key tool that we use to assess your application.
  • If you will be required to undertake a placement as part of your course, you will be required to undergo an Enhanced DBS check.

For more information on meeting English language requirements and academic requirements by country, visit our International Applicants page.

Please contact us for personalised advice on 0113 283 7123 or at admissions@leedstrinity.ac.uk

Fees and finance

Funding

UK Home Students:

For information about our tuition fees please visit our Student Fees and Finance pages.

If you studied your undergraduate degree at Leeds Trinity University, you may be eligible for a discount of up to 50% on the cost of your tuition fees. This discount may be subject to change for 2027/28 entry.

International Students, including EU Students:

Visit our web page for international students.

Leeds Trinity Alumni Discount

Some Leeds Trinity graduates are eligible for a tuition fee discount on postgraduate courses of up to 50%, excluding PGCE Delivery Partner Model and Lead Partner Model, and Masters by Research courses. You will need to achieve a 2:2 or above in a Leeds Trinity undergraduate course to qualify. This discount may be subject to change for 2027/28 entry.

Postgraduate course Leeds Trinity Alumni Discount
MA programmes  50% for Leeds Trinity graduates with a 1st class honours degree
MA programmes  35% for Leeds Trinity graduates with a 2:1 honours degree
MA programmes 20% for Leeds Trinity graduates with a 2:2 honours degree

MA Childhood and Education/MA Family Support

MA Mental Health in Children and Young People

 20% for Leeds Trinity PGCE graduates if none of the above apply

How to apply

Applications for September 2026 entry are now closed. Applications for September 2027 entry open at the end of October.

If you need advice on your application, please contact our admissions team on 0113 283 7123 (Monday to Thursday, 9.00am to 5.00pm, or Friday 9.00am to 4.00pm) or admissions@leedstrinity.ac.uk

Home applicants - How to apply

Applicants who require a Student Route Visa

Applications for September 2026 entry are now closed for applicants who require a Student Route Visa. Applications for September 2027 entry open at the end of October.

Part-time study is not available for international students on a Student Route Visa.

For additional information, including academic requirements by country, visit our country and region page.

International applicants - How to apply

What happens next?

Our admissions team will acknowledge receipt of your application by email.

Where applications are submitted but references are still in progress, admissions will wait for the reference(s) to be received and then will process it, and forward it to the relevant Programme Leader within five days of receipt of the reference(s).

The Programme Leader will make a decision based on your application. You may be asked to provide a reference to demonstrate your academic and non-academic experiences, or you may be invited to attend an interview. If you are successful and are made an offer, the conditions will be outlined in your offer letter. 

Applications will be acknowledged within five working days. Applicants will be contacted within 15 working days with a request for additional information, an invitation to an informal interview or an application decision.

Made an offer?

You should accept or decline your offer by emailing admissions@leedstrinity.ac.uk.

If you accept, you'll need to prove you satisfy the conditions outlined in your offer letter.

You may be asked to present the relevant supporting documentation in person to the student information point on campus - if originals are not needed, you’ll be contacted and given details of how to provide the supporting documentation.

Meet the team

Edward Noon.

Edward Noon

Edward Noon

Senior Lecturer in Children, Young People and Families

Overview

Edward joined Leeds Trinity University in 2021 and is a Senior Lecturer in Children, Young People, and Families. Edward's research interests concern how contemporary media may (or may not) inform the identity and well-being of young people.
 
For instance, Edward is currently working on projects regarding social media, well-being, and identity amongst sexual minority youth; the effects of watching Love Island on the values, aspirations, and well-being of young people; and the extent to which videogames support adolescents to fulfil their basic psychological needs.
 
Collaborating with international partners is central to Edward's work, and he has recently published articles with colleagues from universities across the world, including KU Leuven, the University of Vienna, and Oklahoma State University.

Edward's work has been published in a range of journals across the disciplines of psychology and media studies, including the Journal of Adolescence; Computers in Human Behaviour; Cyberpsychology, Behavior, and Social Networking; and Media Psychology. For a comprehensive list of Edward's published work, please see his Google Scholar page: ‪Edward Noon‬ - ‪Google Scholar‬‬‬‪‬
 
Edward is on the editorial board of Emerging Adulthood and has also peer-reviewed for a range of academic journals, including Computers & Education, Journal of Computer-Mediated Communication, and Media Psychology. Furthermore, he is also a member of the Faculty of Health, Wellness and Life Sciences ethics and integrity sub-committee.

Edward also teaches on a range of undergraduate and postgraduate modules within the School of Education and Childhood. Modules tend to include those which align with his expertise, such as contemporary childhoods, child and adolescent development, and research methods. In addition, Edward supervises dissertation students at both undergraduate and postgraduate level, and is also accepting PhD students.

Before joining Leeds Trinity University as a Senior Lecturer, Edward was a Visiting Lecturer at both Leeds Trinity University and Sheffield Hallam University. 

Qualifications

  • Postgraduate Certificate in Higher Education (Leeds Trinity University)
  • Doctor of Philosophy (Sheffield Hallam University)
  • MRes Sociology, Planning and Policy (Sheffield Hallam University)
  • BA (Hons) Childhood Studies (Sheffield Hallam University)

Speciality Areas

Edward teaches on a range of undergraduate and postgraduate modules within the School of Education and Childhood. Modules tend to include those which align with his expertise, such as contemporary childhoods, child and adolescent development, and research methods. In addition, Edward supervises dissertation students at undergraduate, masters, and doctoral level. 

Current Research

Edward's research interests concern how contemporary media may (or may not) inform the identity and well-being of young people. For instance, Edward is currently working on projects regarding social media, well-being, and identity amongst sexual minority youth; the effects of watching Love Island on the values, aspirations, and well-being of young people; and the extent to which videogames support adolescents to fulfil their basic psychological needs.

Publications

Noon, E. J., Yang, C., Pesout, O., Stefanczyk, M. M., & Seiler, G. (2024). Insta-Identity: The Longitudinal Reciprocal Relationship between Authentic and Positive Self-Presentation on Instagram and the Sexual Identity Development of Sexual Minority Youth. Computers in Human Behavior, 158, 108278. https://doi.org/10.1016/j.chb.2024.108278

Noon, E. J., Carbone, L., Swinnen, B. & Vandenbosch, L. (2024). A Self-Determination Perspective on Adolescents’ Videogame Play, Need Satisfaction, and Self-Esteem. Current Psychology. Advance online article. https://doi.org/10.1007/s12144-024-05933-6

Noon, E. J., Maes, C., Karsay, K., & Vandenbosch, L. (2023). Making the Good Better? Investigating the Long-term Associations Between Capitalization on Social Media and Adolescents’ Life Satisfaction. Media Psychology, 27 (2), 161-185. https://doi.org/10.1080/15213269.2023.2227941

Binter, J., Pešout, O., Pieniak, M., Martinez-Molina, J., Noon, E. J., Stefanczyk, M. M., & Eder, S. J. (2023). Predictors and motives for mask-wearing behavior and vaccination intention. Scientific Reports, 13, https://doi.org/10.1038/s41598-023-37072-6

Vranken, I., Schreurs, L., Noon, E. J., & Vandenbosch, L. (2023). Understanding the relations between exposure to the positive self-portrayals of others on social media and emerging adults’ mental health during a COVID-19 imposed lockdown. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17, Article 5. https://doi.org/10.5817/CP2023-1-5

Noon, E. J., Vranken, I., & Schreurs, L. (2023). Age Matters? The Moderating Effect of Age on the Longitudinal Relationship between Upward and Downward Comparisons on Instagram and Identity Processes During Emerging Adulthood. Emerging Adulthood, 11(2), 288–302. https://doi.org/10.1177/21676968221098293

Noon, E. J., & Turner, R. (2022). The European Federation of Psychology Students’ Associations Junior Researcher Programme: A Reflection from Two Research Project Supervisors. PsyPAG Quarterly, 122, 44-47. https://shop.bps.org.uk/publications/Periodicals-by-Series/PSY-PAG

Noon, E. J., Schuck, L. A., Guțu, S. M., Şahin, B., Vujović, B., & Aydın, Z. (2021). To Compare, or Not to Compare? Age Moderates the Relationship Between Social Comparisons on Instagram and Identity Processes during Adolescence and Emerging Adulthood. Journal of Adolescence, 93, 134-145. https://doi.org/10.1016/j.adolescence.2021.10.008

Noon, E. J. (2020). Compare and Despair or Compare and Explore? Instagram Social Comparisons of Ability and Opinion Predict Adolescent Identity Development. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 14 (2), Article 1. https://doi.org/10.5817/CP2020-2-1

Noon, E. J., & Meier, A. (2019). Inspired by Friends: Adolescents’ Network Homophily Moderates the Relationship Between Social Comparison, Envy, and Inspiration on Instagram. Cyberpsychology, Behavior, and Social Networking, 22 (12), 787-793. https://doi.org/10.1089/cyber.2019.0412

Email
Jo Wilkinson.

Jo Wilkinson

Jo Wilkinson

Lecturer in Children, Young People and Families

Overview

Jo Wilkinson is a Lecturer in the School of Education and Childhood with a primary teaching and leadership background. She taught in a range of primary schools, primarily in areas of socio-economic deprivation, taking on a range of school leadership roles throughout her career. Her teaching and leadership included specialism in improving levels of understanding, support and outcomes for disadvantaged or vulnerable pupils and those with additional needs. Following her 25-year career in primary education, Jo returned to university to pursue further academic study, completing a master's degree in Mental Health of Children and Young People before going on to become a postgraduate researcher with a research focus on how Bourdieu’s concepts of habitus and field are experienced by disadvantaged pupils in primary schools. She has also contributed to several co-creation programmes.  

Jo teaches programmes primarily focusing on children and young people with special educational needs and disabilities, children’s rights, mental health and trauma-informed practice. 

Qualifications

  • MA Mental Health in Children and Young People 
  • PGCE Primary 
  • BA Hons Combined Studies: History and Politics 

Speciality Areas

  • Children and young people’s social, emotional and mental health.
  • Special educational needs and disabilities
  • Children’s rights
  • Trauma-informed practice and organisations
  • Primary education

Current Research

The liminal space between home habitus and school  field and links to the disadvantaged pupil attainment gap. 

Publications

Books

Making space for constructive co-creation 

Shelton, F., O'Connor, C. & Wilkinson, J., Jan 2023, (Accepted/In press) Co-creation for academic enhancement in Higher Education: research-informed case studies. London: Palgrave Macmillan 

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review 

(contribution to a chapter) 

Email
Tracy Laverick.

Tracy Laverick

Tracy Laverick

Senior Lecturer

Overview

Dr Tracy Laverick is a Senior lecturer and Senior Educational Psychologists with a background in primary teaching, specialising in geography education. Following several years teaching she retrained as an Educational Psychologist, taking on a variety of specialist areas including developing Special Educational Needs (SEN) Provision for the Early Years and Social, Emotional and Mental Health Needs.  She moved to the position of Principal Educational Psychologist for the Local Authority ensuring the provision of Educational Psychology Services within the area. As an Educational Psychologist she has worked delivering therapeutic services into secondary schools, delivered training on Developmental Trauma, Motivational Interviewing, Precision Teaching etc. to staff, led teams to support families and developed links to Early Help.  

Tracy has published several resources for use in schools including a Challenging Minds programme for developing problem solving skills in primary children and an Aspirations Resource to structure conversations with young people over possible futures. She was asked to talk about this resource at the DECP conference.  

Tracy's research specialisms are in communication around SEND needs, and some of the benefits and barriers to working collaboratively with parents, teachers, and local authority staff to improve outcomes for children. Areas of interest include parent's experiences of working with school staff when their child has challenging behaviour and on gaining the views of local authority SEND officers on the Education Health and Care Plan process.  

Since joining Leeds Trinity university in January 2020 Tracy shares this knowledge of working with children with Special Educational Needs and Disabilities (SEND) through teaching on the NASENCO award and on modules towards the Masters Degree in Children and Young People's Mental Health.  

Tracy is on the ethics committee for the Faculty of Health, Wellbeing and Life Sciences. She has been successful in gaining funding bids to complete the work with local authority SEND officers and was invited to write a blog on the research by the Inside Government: Schools website and to present on a national webinar for the Council for Disabled Children.

Qualifications

  • PG Cert Higher Education
  • Doctorate in Educational Psychology (University of Manchester)
  • MSc Educational Psychology (University of Manchester)
  • MEd Educational Psychology (University of Manchester)
  • BA (Hons) Geography and Primary Education (QTS) (University of Leeds -TASC) 

Speciality Areas

Special Educational Needs, Social, Emotional and Mental Health Development, Safeguarding and Supervision.

Current Research

Tracy's current area of research is on the role of Special Educational Needs and Disabilities Assessment and Review teams. These teams play a vital role in the functioning of the English Special Educational Needs system but have had minimal input into its form or function. The current system is facing huge challenges with low parental confidence, high numbers of referrals and unsustainable costs, these teams have to manage these challenges. Previous research has identified the challenges for these teams within a large geographical region and future research is aimed at identifying good practice for these teams nationally.  

Publications

Laverick, T. and Baron, R. (under review). Understanding Special Educational Needs and Disabilities Assessment and Review Team (SENDART) experiences to improve and inform special educational needs and disabilities systems in England. British Journal of Special Education Needs. 

Laverick, T. (under review). Expert on My Child: Mothers’ views on educational needs.  International Journal of Inclusive Education. 

Books

Laverick, T. & Armstrong, J. (2024) An Introduction to Specific Learning Disorder. In Haroon, M. (Ed), ABC of Neurodevelopmental Disorders. (PP. 84-85). Wiley Blackwell. 

Laverick, T. & Armstrong, J. (2024) The Assessment and Diagnosis of Specific Learning Disorder in Children and Young People. In Haroon, M. (Ed), ABC of Neurodevelopmental Disorders. (PP. 86-89). Wiley Blackwell. 

Laverick, T. & Armstrong, J. (2024) Specific Learning Disorder: Interventions and Management. In Haroon, M. (Ed), ABC of Neurodevelopmental Disorders. (PP. 90-91). Wiley Blackwell. 

Laverick, T. & Armstrong, J. (2024) Supporting Specific Learning Disorder into Adulthood. In Haroon, M. (Ed), ABC of Neurodevelopmental Disorders. (PP. 92-93). Wiley Blackwell. 

Other

Laverick, T. (2015). An Interpretative Phenomenological Analysis of the experiences of mothers of young children with behavioural difficulties in school. University of Manchester PhD Thesis 

Laverick, T. (2022). Gaining the views of local authority SEND officers. Inside Government: Schools Blog.  https://blog.insidegovernment.co.uk/schools/local-authority-send-officers  

Laverick, T., (31 Jul 2023) Why all voices are important in improving special educational needs and disabilities systems. Leeds Trinity University Blog. Why all voices are important in improving Special Educational Needs and Disabilities systems - Blog - Leeds Trinity University 

Our Children’s Aspirations With MMB Magazine Article 

Podcast Credits

Email