MSc Mental Health and Wellbeing in Education (MScMHWB) Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			MSc in Mental Health and Wellbeing in Education
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7	This document applies to students who commenced the programme(s) in:			2024			Award type			MASTERS
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9	What level is this qualification?			7			Length of programme			1 YEAR
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11	Mode of study (Full / Part Time)			FULL TIME
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13	Will the programme use standard University semester dates?			YES			For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York			Board of Studies for the programme			EDUCATION
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17	Lead department			EDUCATION			Other contributing departments			none
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19	Language of study and assessment			English			Language(s) of assessment			English
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21	Is this a campus-based or online programme?			CAMPUS BASED
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	No
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27	Reference points
28	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
29	the programme is designed inline with the University's frameworks and the relevant subject benchmark statements have been consulted; extensive feedback from the Academic Quality Team and UTC was received during the design of the programme to ensure adherance
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32	Credit Transfer and Recognition of Prior Learning
33	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
34	No
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36	Exceptions to Regulations
37	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
38	N/A
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40	Internal Transfers
41	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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43		Transfers in:	NO				Transfers out:	NO
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45	Statement of Purpose
46	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
47	The ‘MSc in Mental Health and Wellbeing in Education’ is designed to equip you with cutting edge research, policy and practice knowledge and skills that will enable you to positively and impactfully transform mental health and wellbeing provisions at school, organization or government policy levels. The programme will provide you with unique research background in psychology and neuroscience of mental health and wellbeing in the educational context in courses taught by reasearchers actively contributing to this area. You will also gain the practical knowledge and research skills enabling you to independently design and research evidence-based mental health and wellbeing strategies in education. As a graduate of the MSc in Mental Health and Wellbeing in Education you will be able to establish a career in formulating, evaluating and communicating mental health and wellbeing provisions, programmes and policies in schools, local authorities, government and non-government organisations. You may take on transformative consultancy and advocacy roles on mental health and wellbeing in education.
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54	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
55	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?				Specify the module diet that the student will need to complete to obtain this exit award
56	Postgraduate Certificate in Mental Health and Wellbeing in Education			EXIT ONLY					any 3 taught modules from 100M, 101M, 102M, 103M
57	Postgraduate Certificate in Educational Studies			EXIT ONLY					any 3 taught modules
58	Postgraduate Diploma in Mental Health and Wellbeing in Education			EXIT ONLY					any 3 taught modules from 100M, 101M, 102M, 103M + 3 other taught modules
59	Postgraduate Diploma in Educational Studies			EXIT ONLY					any combination of 120 credits that does not meet the requirement for a PGDip in Mental Health and Wellbeing in Education
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61	Programme Learning Outcomes
62	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
63	1	Critically evaluate cutting-edge psychological and neuroscientific research on mental health and wellbeing in education by drawing on in-depth knowledge of key theoretical and experimental perspectives in this area
64	2	Critically review relevant educational mental health and wellbeing policy and practice in the light of psychological and neuroscientific research.
65	3	Effectively communicate, to a range of audiences, mental health research applied to particular mental health or wellbeing issues in education.
66	4	Formulate and evaluate innovative evidence-based mental health and wellbeing strategies and provisions at school, local authority, government or non-government organization levels with evaluation involving ethically appropriate data collection, analysis, and reflective practice.
67	5	Propose improvements in policy and practice based on independently and effectively designed and conducted research evaluations (including research ethics, data collection, analysis, and write up of findings) of mental health and wellbeing strategies, provisions and interventions in education.
68	6	Work effectively in collaboration with academics, mental health providers and policy makers to make transformative improvements to mental health and wellbeing policy and practice in education.
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70	Diverse entry routes
71	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
72	The core modules in the autumn term will equip students from diverse entry routes with the same foundational knowledge and skills in psychology and neuroscience of mental health and wellbeing as well as core research skills in this area. The readings and lecture presentations will cater for students entering the programme with a range of initial relevant knowledge and skills plus the usual provision of language and academic writing support for MSc programmes will be available to meet students' individual academic skill development needs. Through a range of teaching methods (such as flipped classroom) and assessments (including poster presentations and case studies) students will gain confidence in using resources (including research papers and policy/practice documents), analysing and presenting the evidence, effectively debating and communicating it to peers and other audiences.
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78	Inclusion
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80	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.										TRUE
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82	Employability
83	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
84	The programme was designed to meet a clear research, policy and practice need within the sector, as well as having wider implications beyond education. Given the range of students this course attracts, career motivations vary in terms of moving into front-line support roles, school/organisation leadership, policy development and research careers. Given the clear links to current research within the department, programme leads maximise the contacts that already exist to select the case studies, speakers and examples considered in classes. Developing professional skills through clear links to the sector this programme seeks to influence, ensures students are not only ready for transition, but have clear evidence of the knowledge and skills required for an ever changing and challenging career landscape.
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90	[For Undergraduate and Integrated Masters Programmes Only]
91	Are you offering any variations of this programme, such as additional years abroad or industry?
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93	Year abroad			FALSE		Will the year abroad programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
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95	Year in industry			FALSE		Will the year in industry programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
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97	Year in enterprise			FALSE
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99	Placement year			FALSE
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