Trauma-Informed Student Support and Crisis De-escalation Professional Programme

Nexus Student Support Ltd

• Trauma-Informed Student Support and Crisis De-escalation Professional Programme 33:16

  • 1: Module 1: Understanding Trauma and Its Impact on Learning 04:00
  • 2: Module 1 assessment -
  • 3: Leahs case scenario 11:58
  • 4: Module 1 behavior A video scenario 07:46
  • 5: Module 1 behavior B scenario 09:32

• Module 2: Principles of Trauma Informed Practice 24:36

  • 6: Principles of Trauma Informed Practice 04:00
  • 7: Module 2 Assessment -
  • 8: Module 2 case scenario 06:21
  • 9: Module 2 Action A case scenario 09:50
  • 10: Module 2 Activity B case scenario 04:25

• Module 3: Recognising Acute Distress and Crisis 03:00

  • 11: Recognizing Acute Distress and Crisis 03:00
  • 12: Module 3 Assessment -

• Module 4: De-escalation and Psychological First Aid 03:00

  • 13: De-escalation and Psychological First Aid 03:00
  • 14: Module 4 Assessments -

• Module 5: Individual Variation in Trauma Presentation 04:00

  • 15: Individual Variation in Trauma Presentation 04:00
  • 16: Module 5 Assessment -

• Module 6: Navigating Disclosure Safely 03:00

  • 17: Navigating Disclosure Safely 03:00
  • 18: Module 6 Assessment -

• Module 7: Professional Boundaries and Safe Recording 02:00

  • 19: Professional Boundaries and Safe Recording 02:00
  • 20: Module 7 Assessment -

• Module 8: Escalation Pathways and Emergency Referral 03:00

  • 21: Escalation Pathways and Emergency Referral 03:00
  • 22: Module 8 Assessment -

• Module 9: Supporting Care Experienced and Estranged Students 02:00

  • 23: Supporting Care Experienced and Estranged Students 02:00
  • 24: Module 9 Assessment -

• Module 10: Practitioner Compassion Fatigue and Sustainable Practice 04:00

  • 25: Practitioner Compassion Fatigue and Sustainable Practice 04:00
  • 26: Module 10 Assessment -

• Module 11: Multi-Agency Working and External Referral Partners 04:00

  • 27: Multi-Agency Working and External Referral Partners 04:00
  • 28: Module 11 Assessment -

A student stops attending seminars and nobody quite knows why. Another arrives at a drop-in session
shaking, unable to explain what has happened, just that they cannot go back to their flat tonight. A third has
been quietly managing since childhood without any of their tutors ever knowing, until a routine deadline
extension request turns into a disclosure nobody in the room feels equipped to hear. This course exists for
the staff who sit across from these moments regularly, often without training that was ever built for this
specific territory.
It gives staff a working understanding of how trauma affects learning, memory and behaviour, so that a
student who seems distracted, defensive or inconsistent is read accurately rather than through
assumptions about motivation or effort. It builds practical, boundary-led de-escalation skills grounded in
recognised frameworks, not improvised in the moment. And it gives staff a clear, repeatable process for
disclosure, escalation and referral, so that no one is left guessing what to do when a conversation becomes
serious.
Three things sit at the centre of the course: understanding trauma-informed practice as a set of principles
that shape every interaction, not a specialist add-on; building genuinely usable crisis recognition and de
escalation skills within a clearly non-clinical role; and treating the people delivering this support, not only
the students receiving it, as needing sustainable practice too. Cultural background, neurodivergent traits
and gender norms all shape how distress and disclosure present, and that variation runs through the whole
course rather than sitting in a single module.

his course is for people who work directly with students but are not clinicians. That includes university
pastoral staff, student union advisors, DSA support workers, residence life and halls teams, care
experienced student leads, and NMH specialist mentors. No clinical or mental health background is
required. Some existing familiarity with general student support, such as the content covered in Managing
Exam Anxiety and Academic Stress, will help but is not essential.

No formal qualifications or previous experience are required. Learners should have an interest in supporting students and be able to understand written and spoken English.

Basic digital skills and internet access are required for online study.

The programme is suitable for university staff, mentors, tutors, student-support practitioners and professionals working with students in distress. It is a professional learning course and does not qualify learners to diagnose mental-health conditions, provide therapy or manage emergencies independently.

This course provides a practical foundation for professionals who support students experiencing distress, trauma-related responses or mental-health challenges in education settings.