BA(Hons) Child and Family: Mental Health
Find out more about our BA(Hons) Child and Family: Mental Health
Whether you work within or with the Education, Health, Social Care, or Voluntary sector, our innovative, flexible, and applied degree is ideal for you if you are passionate about actively supporting the mental health and well-being of children, families, and communities. Informed by dimensions of happiness and well-being and associated concerns regarding societal progress in these areas, the degree empowers you in examining child and family mental health by taking a holistic approach, which also encompasses physical and social well-being and is viewed across the lifespan.
Key Features
- Evening and Saturday teaching to fit into your work and family commitments
- Flexibility to study fully online to suit your location and learning preferences
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Opportunities to apply your learning directly to community practice throughout the degree
Entry Requirements
Academic Qualifications
- NVQ Level 3 or prior academic/vocational study and experience is an advantage
- GCSE grade C or level 4 in English and maths is a distinct advantage
Experience
- A willingness to gain substantial and broad experience in one or more Early Years contexts, either as a volunteer or employee
Suitable references
- EITHER one academic from someone who has taught you in a formal academic setting.
- OR one Professional reference, from an individual who has line-managed you in a workplace environment.
- OR two personal references from individuals who know you well and can write about your personality, ambitions and achievements. Personal references cannot come from family members.
Course Overview
This degree aims to support you, as life-long learners and reflective practitioners in:
- Striving to achieve the sustainable promotion and improvement of mental health and wellbeing for children and families that are at the heart of our practice;
- Championing the voices of families so that they are positioned at the forefront of the policies created to support them;
- Advocating for compassionate, ethical, and inclusive practices to support child and family mental health;
- Practicing self-and collaborative leadership for the purposes of lifelong personal and professional development and the committed pursuit of best practice;
- Embracing an eco-systems and relational approach to working with children and families;
- Prioritising an evidence-based, research-informed approach to ensure that the highest quality and standards are maintained for children and families.
Within this degree, you can expect to examine areas relating to:
- Integrated Positive Practice in Mental Health and Wellbeing,
- Trauma-Informed Practice with Families, and
- Global Perspectives of Mental Health.
- You will also design and conduct a piece of research focusing on an aspect of child and family mental health.
Further Information
The university has developed Exit Awards in order to recognise the achievement of undergraduate students where it was not possible to award the highest qualification for which they were registered, these include CertHE and DipHE.
Course IMHCF Competency
The Association for Infant Mental Health UK confirms that the University of Warwick utilised the IMHCF(The Infant Mental Health Competency Framework) in the development of its BA (Hons) Child & Family: Health & Wellbeing course for students following the mental health pathway and addresses key domains at Level 1 which includes:
- Infant neurodevelopment and the primary attachment relationship
- Relationship-based practice
- Safeguarding, supervision and support
- Working with safeguarding and data protection guidelines
Who is the Programme for?
- This programme offers people the chance to combine study with work and family commitments.
- The degree is designed to support people who are new to university study.
- It is for people who can:
- commit to attending one evening session per week and two Saturdays per term
- commit to gaining substantial and broad experience in one or more children, families and community settings, either as a volunteer or employee
- This course will appeal to staff and volunteers working with (or aspiring to work with) children, families and communities. This includes, but is not limited to:
- social work assistants
- nursery nurses
- parents
- health care assistants
- students in/aspiring to work in pastoral roles within a range of settings
- play workers
- portage workers
- parenting workers and
- family hub staff
- This programme offers students the chance to combine Degree-level study with work and family commitments.
-
Courses you might also be interested in
Teaching
- This degree programme is run by a dedicated team of experts in the field who have a wealth of experience in supporting students to flourish.
- Our module sessions are based upon fun, interactive and critical discussions and activities that ensure that you are supported in understanding and applying your learning to your own professional and personal contexts.
- Our teaching is based upon building trusting, authentic relationships with our students, that provide the foundations for you to confidently progress.
- We ensure that you can focus carefully on one module per term – ensuring that you have the time and space to build your understanding and draw meaningful connections to practice.
- You will engage in ongoing reflection for the purposes of lifelong personal and professional development and the committed pursuit of best practice.
- By its interdisciplinary nature, the course equips you to engage, through relational, integrated practices, with multi-agency teams and therefore with a variety of professionals, as well as with children and families within varying contexts.
- University of Warwick was recently awarded Gold in all categories of the government's latest Teaching Excellence Framework (TEF) rankings.
Assessment
Our Assessment Strategy prioritises inclusivity, authenticity and personalisation – meaning that we assess you in a variety of ways (no exams!) and that you have the flexibility to tailor the assessments to suit your own related passions and interests. You’ll see that we also foster your digital capabilities throughout the Degree, for instance through the creation of your own Podcasts and E-Portfolios.
- Assessment modes include: portfolios, podcasts, training package design and delivery, essays, posters, proposals and a research project.
Location and Dates
The course offered by the University of Warwick is delivered primarily through distance learning, giving you the flexibility to study from wherever you are. Your timetable will include a blend of scheduled online teaching and independent study, with the opportunity each term to join four sessions either in person on campus or via live‑stream. This approach allows you to engage in the way that best suits your circumstances while still feeling connected to the Warwick community.
2026/27 cohort dates and time
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Weekday sessions:
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Part-time study: Wednesdays 6:00-9:00pm
- Full-time study: Mondays and Wednesdays 6:00-9:00pm
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Saturday sessions:
- 5 December 2026
- 6 February 2027
- 13 March 2027
- 15 May 2027
You will get personalised assistance for assessments, including submission dates and guidance. You will also engage in discussion forums and collaborative activities to build relationships with peers in your group and your tutors. Building trusting professional relationships are integral to your success and progression in this degree.
Full-time study modules
Each module has been crafted to ensure a careful balance between vocational and theoretical, conceptual components and you are encouraged throughout your journey with us, to apply your learning to your own workplace or voluntary context.
Please note that optional modules will be run on a demand only basis to ensure quality of teaching and learning experience. Please read our terms and conditions for more detailed information.
Year One
Foundations of Professional and Academic Wellbeing
This module recognises the significance of wellbeing - both our own and that of the families we work with. We will begin by focusing on individual, academic and professional wellbeing and then we will expand outward to consider wellbeing in families, communities, as well as workplaces.
Individual and Community Lifespan Development
This module supports students to explore the lifespan development of individuals and families within a community context. Topics include pre-natal development and parental wellbeing. This module supports students to become adaptable and flexible in their response to persistent inequalities that impact upon human development across the lifespan.
Health and Welfare Policy Making and Service Delivery
A key feature of this module is the opportunity to utilise a rights-based approach to consider child and family policy initiatives. This module focuses on topics such as the voices of children and families in policy-making and the broader national and global policy context and influences surrounding local policies. This module directly connects to workplace practice by supporting students to consider their own place and that of families, within the policy eco-system.
Early Intervention and Holistic Care
This module focuses on topics such as intervention, holistic family support, parental and infant mental health, as well as crime and violence. This module directly connects to workplace practice by supporting students appreciate the value of a holistic, ecologically-minded approach to working with children and families, as well as the confidence and skills necessary to engage with them to determine the effectiveness of the services they receive.
Year Two
Evidence-Based Practice for Child and Family Support
Within this module, we champion the achievement of best practice by taking an evidence-based approach. This includes emphasising the value of practitioner expertise and knowledge of the best external research, and evaluation-based evidence in order to support decision-making in effective, whole-family support. A key feature of this module is the opportunity to examine the role of community partnerships and collaborative working in the development of high-quality practice, as well as to design your own research proposal.
Integrated Positive Practice in Mental Health and Wellbeing
This module supports students to explore multi-dimensional approaches to mental health and wellbeing and contemporary debates towards integrated positive practices. Within this module we explore the promotion of positive approaches towards a life well lived, and students will be able to appreciate the multidimensional nature of mental health and well-being across the lifespan.
Safety and Risk in Early Learning Spaces - optional module
During this module we will explore the notion of safety and risk for a child in the 21st century. We will consider different perspectives and investigate how safety and risk is interpreted by parents and practitioners and the influences that have an impact on their behaviour as carers. Policy legislation, frameworks and guidance will be explored to investigate the challenges of safeguarding children. We will research a range of contemporary and historic judicial and serious case reviews to understand the process of safeguarding children in the UK. We will also explore international and cross cultural approaches to safe play, practice and learning spaces, to consider health and safety, risk assessments and safe use of ICT and virtual learning spaces.
Global Perspectives of Mental Health - optional module
This module supports students to examine how mental health is understood and how mental distress is treated globally. We will be reflective of the determinants of mental health. This includes individual attributes, but also cultural, economic and environmental factors, whilst paying attention to the values of children and families, theories and professional perspectives that inform global, national and local actions.
Developing Trauma-Informed Practice with Families
This module supports students to develop an understanding of trauma and how it manifests across the lifespan, as well as the potential impact of trauma on engagement between the child or family and the practitioner. Students will explore the principles of trauma-informed approaches to working with children and families across the life course. The module will encourage students to analyse the prevalence of trauma and its influence on emotional, psychological, and social wellbeing of children and families.
Year Three
Research Design, Practice and Ethics
This module encourages students to identify their role as a researcher - which forms an integral part of their professional identity. In addition, this module supports students to examine ethical principles for research and the centrality of the voice of children and families in matters concerning them.
Leadership in Strengths-Based, Family-Focused Practice
Within this module, we will examine strengths-based approaches to leadership, in which the signature strengths of the families and colleagues we work with are embraced in order to ensure conditions that enable them to flourish. This module also promotes the critical role of equality, diversity and inclusion within leadership teams from a global and local level in community-based projects. Upon completion of this module, students will be able to demonstrate their understanding of the importance of advocating for children, families and adults through effective and sustainable leadership.
Applied Research: Children and Families
Within this module, you will utilise your insight gained from across the course, and you will design and conduct a study relating to child and family mental health that provides a vision for the future. Upon completion of this module, students will be able to demonstrate, through their study, the significance of championing children and families in all aspects of mental health which will be showcased in a Course Celebration Ceremony and Conference.
Part-time study modules
Each module has been crafted to ensure a careful balance between vocational and theoretical, conceptual components and you are encouraged throughout your journey with us, to apply your learning to your own workplace or voluntary context.
Please note that optional modules will be run on a demand only basis to ensure quality of teaching and learning experience. Please read our terms and conditions for more detailed information.
Year One
Foundations of Professional and Academic Wellbeing
This module recognises the significance of wellbeing - both our own and that of the families we work with. We will begin by focusing on individual, academic and professional wellbeing and then we will expand outward to consider wellbeing in families, communities, as well as workplaces.
Individual and Community Lifespan Development
This module supports students to explore the lifespan development of individuals and families within a community context. Topics include pre-natal development and parental wellbeing. This module supports students to become adaptable and flexible in their response to persistent inequalities that impact upon human development across the lifespan.
Health and Welfare Policy Making and Service Delivery
A key feature of this module is the opportunity to utilise a rights-based approach to consider child and family policy initiatives. This module focuses on topics such as the voices of children and families in policy-making and the broader national and global policy context and influences surrounding local policies. This module directly connects to workplace practice by supporting students to consider their own place and that of families, within the policy eco-system.
Year Two
Early Intervention and Holistic Care
This module focuses on topics such as intervention, holistic family support, parental and infant mental health, as well as crime and violence. This module directly connects to workplace practice by supporting students appreciate the value of a holistic, ecologically-minded approach to working with children and families, as well as the confidence and skills necessary to engage with them to determine the effectiveness of the services they receive.
Evidence-Based Practice for Child and Family Support
Within this module, we champion the achievement of best practice by taking an evidence-based approach. This includes emphasising the value of practitioner expertise and knowledge of the best external research, and evaluation-based evidence in order to support decision-making in effective, whole-family support. A key feature of this module is the opportunity to examine the role of community partnerships and collaborative working in the development of high-quality practice, as well as to design your own research proposal.
Integrated Positive Practice in Mental Health and Wellbeing
This module supports students to explore multi-dimensional approaches to mental health and wellbeing and contemporary debates towards integrated positive practices. Within this module we explore the promotion of positive approaches towards a life well lived, and students will be able to appreciate the multidimensional nature of mental health and well-being across the lifespan.
Year Three
Developing Trauma-Informed Practice with Families
This module supports students to develop an understanding of trauma and how it manifests across the lifespan, as well as the potential impact of trauma on engagement between the child or family and the practitioner. Students will explore the principles of trauma-informed approaches to working with children and families across the life course. The module will encourage students to analyse the prevalence of trauma and its influence on emotional, psychological, and social wellbeing of children and families.
Safety and Risk in Early Learning Spaces - optional module
During this module we will explore the notion of safety and risk for a child in the 21st century. We will consider different perspectives and investigate how safety and risk is interpreted by parents and practitioners and the influences that have an impact on their behaviour as carers. Policy legislation, frameworks and guidance will be explored to investigate the challenges of safeguarding children. We will research a range of contemporary and historic judicial and serious case reviews to understand the process of safeguarding children in the UK. We will also explore international and cross cultural approaches to safe play, practice and learning spaces, to consider health and safety, risk assessments and safe use of ICT and virtual learning spaces.
Global Perspectives of Mental Health - optional module
This module supports students to examine how mental health is understood and how mental distress is treated globally. We will be reflective of the determinants of mental health. This includes individual attributes, but also cultural, economic and environmental factors, whilst paying attention to the values of children and families, theories and professional perspectives that inform global, national and local actions.
Leadership in Strengths-Based, Family-Focused Practice
Within this module, we will examine strengths-based approaches to leadership, in which the signature strengths of the families and colleagues we work with are embraced in order to ensure conditions that enable them to flourish. This module also promotes the critical role of equality, diversity and inclusion within leadership teams from a global and local level in community-based projects. Upon completion of this module, students will be able to demonstrate their understanding of the importance of advocating for children, families and adults through effective and sustainable leadership.
Year Four
Research Design, Practice and Ethics
This module encourages students to identify their role as a researcher - which forms an integral part of their professional identity. In addition, this module supports students to examine ethical principles for research and the centrality of the voice of children and families in matters concerning them.
Applied Research: Children and Families
Within this module, you will utilise your insight gained from across the course, and you will design and conduct a study relating to child and family mental health that provides a vision for the future. Upon completion of this module, students will be able to demonstrate, through their study, the significance of championing children and families in all aspects of mental health which will be showcased in a Course Celebration Ceremony and Conference.
Pathways
You have the option to specialise in a particular area to gain a named award, including a BA (Hons) in:
- Integrated Positive Practice in Mental Health and Wellbeing
- Trauma-Informed Practice with Families
Careers
Our current students work in education, childcare, and community support roles—including teaching assistants, job coaches, early years practitioners, and pastoral staff—across schools, nurseries, charities, and local authorities, while others assist in law firms, public transport, or animal therapy programmes for neuro-divergent young people and vulnerable families.
New roles are emerging in education, health, social care, community and voluntary settings. You’ll be ideally prepared for careers in:
- Family Support
- Advocacy work
- Health Promotion
- Health Work in Schools
- Pastoral care
- Community Work
- Family Centres
- Parenting Support
- Childcare Teams
- Targeted work with vulnerable families
You will develop skills and knowledge to help you progress your career into leadership and management roles.
Fees and Funding
Tuition fees per year for Home Students can be found at UG Home Fees - Student Finance - University of Warwick.
You have the choice to either pay all of tuition fees for the whole academic year at the start of their course, or pay in instalments. Students on modular-based courses are required to pay for each module within 21 days of the invoice being applied to their account. See more on Student Finance - when to pay.
Currently, the University of Warwick is NOT sponsoring students on part-time or distance learning courses with a Student Visa (formerly known as Tier 4 visa).
If you require a visa to enter the UK, a general visa can be used to attend face-to-face intensive learning (workshops).
(Correct as of 11/03/2026 - please check here for current regulations: Visit the UK as a Standard Visitor: Visit to study - GOV.UK)
This would not enable you to be resident in the UK for the duration of your course, but enables you to visit to attend the workshops.
Additional costs
See the possible additional costs studying at Warwick University and on the course.
Funding your studies
See our Child and Family course finance information page for more information regarding financing your studies.
Student Support
"I did a taster session before applying for the degree and by the end I felt a surge of excitement. I knew then this was the right course for me. Every step of the way we have been made to feel supported and motivated. I feel the degree is making me become the best version of myself and I am excited for my future."
Zara, current student
The CLL Student Support TeamLink opens in a new window supports the pastoral and academic needs of our diverse student body, including:
- Supporting the academic development of undergraduate and postgraduate students
- Ensuring a learning experience of the highest quality, both at the University and in partner colleges.
- Communicating with students in order to ensure a positive learning experience at CLL
To do this, we support you in many areas, including:
- Study skills
- Student welfare
- Technology and e-learning
- Careers and development
Life at Warwick
Within a close-knit community of staff and students from all over the world, discover a campus alive with possibilities. A place where all the elements of your student experience come together in one place. Our supportive, energising, welcoming space creates the ideal environment for forging new connections, having fun and finding inspiration.
Student Blogs
Sign up for Emails
How to Apply
When you apply, the application page will show the course as full-time.
Please be aware that during the interview, you can advise whether you wish to enrol on the full-time or part-time route.
Your application will be reviewed, and you will be contacted to arrange a suitable time and date for your interview.
The interview will consist of a short written task and a discussion with a member of the team, during which you are welcome to ask further questions about the course and student life.
Before you apply
Book onto an open call with our course teaching staff to find out if the course is the right option for you.