Psychology & Humanities Graduate - Aspiring Psychologist

Psychology & Humanities Graduate - Aspiring Psychologist

Maidenhead | September 2026 Start
Trial Days: W/C 7th September 2026

Are you a Psychology or Humanities graduate looking to move beyond theory and into the reality of human behaviour?
Do you want to understand how trauma, cognition, and social marginalisation intersect to create profound barriers to learning?

This is not a standard teaching assistant role. This is an opportunity to work with students with Profound Multiple Difficulties (PMD)—where emotional, cognitive, and social complexities overlap. We are looking for graduates who think critically about behaviour, not just manage it.

Location:

Maidenhead
Pay: £108 per day

Hours:

Monday-Friday, 8:30am-3:30pm (Term Time Only)

Start Date:

September 2026
Trial Days:
To be confirmed (W/C 7th September 2026)
Future Opportunities:
Additional roles available

You will work with students whose needs are layered and complex, often presenting with:

• Profound & Multiple Learning Difficulties (PMLD) combined with SEMH
• Complex trauma and disorganised attachment styles
• Pathological Demand Avoidance (PDA) and autism spectrum conditions
• Chronic anxiety manifesting as fight/flight/freeze responses in the classroom
• Sensory processing difficulties that impact emotional regulation
• Historical exclusion from mainstream education
• Profound social isolation and communication barriers

These are students who have fallen through the gaps—and your role is to understand why, not just to fix.

You will translate your academic background into real-world impact by:

• Conducting 1:1 and small-group mentoring informed by psychological theory (attachment, trauma-informed practice, neurodiversity)
• Using humanities-based approaches
  —narrative, reflective dialogue, and creative expression—to build trust with disengaged learners
• Supporting emotional regulation through co-regulation, sensory breaks, and de-escalation strategies
• Working alongside pastoral and SEN teams to implement personalised behaviour support plans
• Observing and recording behaviour patterns to inform multi-agency assessments and interventions
• Supporting classroom learning with a focus on accessible, sensory-friendly delivery
• Building relationships