Trauma-Informed Support Assistant

Trauma-Informed Support Assistant

Location: Blyth, Northumberland
Contract: Term-time only
Hours: 08:30 – 15:30, Monday – Friday
Start:January 2026

Are you passionate about supporting young people who have experienced adversity? Do you want to play a vital role in helping secondary-age pupils re‑engage with learning, build resilience, and prepare confidently for life after education? Milk Education is working in partnership with a nurturing secondary provision in Blyth to appoint a Trauma‑Informed Support Assistant to join their committed, relationship‑focused team.

This inclusive secondary setting supports pupils with a range of social, emotional, and mental health needs (SEMH), trauma histories, attachment needs, Autism, and barriers to engagement. Many pupils have experienced disrupted education or challenges that impact their ability to feel safe, regulate their emotions, and access learning.

The school is deeply committed to being trauma‑informed, offering young people:

• A predictable, safe, and supportive environment built on trust and consistency

• Strength‑based teaching and individualised support that recognises pupils’ lived experiences

• Close collaboration with therapists, external agencies, and families

• A strong focus on emotional regulation, wellbeing, and developing life skills

• A relational, restorative approach that celebrates each young person’s growth and identity

Joining this school means becoming part of a compassionate, skilled team dedicated to transforming pupils’ experiences of education.

You will work closely with teachers, pastoral staff, and SEN practitioners to support pupils’ emotional wellbeing, re‑engagement with learning, and development of essential life skills. You will provide individualised, trauma‑aware support throughout the school day, acting as a consistent, calm, and trusted adult for young people who may struggle with relationships, regulation, or confidence.

• Build safe, trusting, and respectful relationships using trauma‑informed principles

• Provide 1:1 and small‑group support focused on emotional regulation, resilience, and self‑confidence

• Use co‑regulation strategies, restorative conversations, and reflective practice to help pupils understand their emotions and responses

• Support pupils at risk of disengagement, school avoidance, or challenging behaviour

• Help pupils access learning by reducing barriers, encouraging participation, and fostering a sense of belonging

• Assist with transitions during the day and provide consistent routines

• Model calm, predictable behaviour and support pupils in developing their own regulation strategies

• Use de‑escalation approaches and strength‑based communication

• Observe, record, and share information related to pupils’ progress, behaviour, and wellbeing

• Help pupils develop essential life skills such as communication, independence, problem‑solving, and decision‑making

• Encourage aspirations and support preparation for post‑16 routes, employment, or training

• Promote confidence, resilience, and readiness for adulthood

• Experience supporting young people with SEMH, trauma, ASD, or complex needs (school or care backgrounds welcome)

• Understanding of trauma‑informed practice and its impact on behaviour and learning

• Calm, patient, and emotionally resilient, with the ability to form strong, positive relationships

• Strong communication, teamwork, and reflective skills

• A flexible, nurturing approach and a genuine commitment to supporting vulnerable young people

• Support and guidance if you wish to progress into a permanent role

• Free classroom and wellbeing resources

• 24/7 access to your dedicated consultant

• CPD and specialised trauma‑informed/SEMH training opportunities

• An eco‑friendly, purpose‑driven agency proud to value and reward its staff

If you’re ready to make a real difference in the lives of young people—helping them re‑engage, regulate, and build brighter futures we’d love to hear from you.