Aspiring Forensic Psychologist – Learning Support Assistant Haringey

Milk Education; Greater London; On-site; GBP 17,235 - 22,616; Full time

Benefits offered by this job

Full education and training provided

Job summary

Milk Education is looking for an Aspiring Forensic Psychologist as a Learning Support Assistant in Haringey. This unique role offers hands-on experience in a therapeutic school environment specifically supporting children with SEMH needs and non-verbal communication profiles.

The candidate will advocate for non-verbal students, support trauma-driven behaviors, and collaborate with educational professionals to positively impact students' well-being. The position starts in July 2026, with training and ongoing support provided.

Qualifications

• Genuine interest in forensic psychology and advocacy.
• Understanding the nuances of non-verbal communication.
• Ability to work with children with emotional distress.

Responsibilities

• Advocate for students with non-verbal communication needs.
• Support students with trauma-driven behaviors.
• Collaborate with educators to develop support plans.
• Understand early intervention principles in a school setting.

Skills

Advocacy for non-verbal students

Calm and resilient approach

Strong observation skills

Communication understanding

Experience with SEND

Education

Strong academic background in psychology or criminology

Job description

Aspiring Forensic Psychologist – Learning Support Assistant Haringey
Location: Haringey
Trials start: July 2026
Long-term placements start: September 2026
Pay: £108 per day
Schedule: Monday to Friday, 8:30am–3:45pm, term time only
Training: Full education, training, and CPD provided

This Learning Support Assistant role is ideal for an aspiring forensic psychologist seeking hands‑on experience within a specialist SEN environment in Haringey, supporting children and young people with SEMH needs, autism, and non‑verbal communication profiles.

The setting places a strong emphasis on advocacy, ensuring every pupil has a voice — whether through words, behaviour, or alternative communication. You will work closely with students who may have experienced trauma, ACEs, or display behaviours linked to unmet emotional needs, while also supporting non‑verbal students who require patient, attuned advocacy to express themselves safely and meaningfully.

This role offers a unique opportunity to explore the intersection between forensic psychology, communication rights, and behaviour as communication — all within a structured, therapeutic school environment.

Why this role is ideal for an Aspiring Forensic Psychologist

• Advocate for non‑verbal students – ensuring their needs, wants, and distress are recognised and responded to, not ignored or punished
• Support pupils whose behaviour may be risk‑related or trauma‑driven, developing insight into early intervention and prevention
• Work with children who may have limited verbal communication, using PECS, body language, facial expression, and sensory cues to understand their experience
• Gain hands‑on experience in de‑escalation, containment, and behaviour as communication — core forensic psychology principles
• Observe how unheard or non‑verbal students may express distress through behaviour that can be misinterpreted as challenging
• Build skills in advocacy, safeguarding, and ethical support for vulnerable young people who cannot easily self‑advocate
• Work collaboratively with teachers, SLTs, OTs, and behaviour specialists to create consistent, pupil‑centred support plans
• Make a direct impact on students’ wellbeing, dignity, and long‑term outcomes — reducing the risk of future criminalisation or exclusion

Candidate profile

• A strong academic background in psychology, criminology, or a related field
• A genuine interest in forensic psychology, particularly around communication vulnerability and advocacy
• Understanding that non‑verbal does not mean non‑communicating — and a commitment to listening differently
• Experience working with children or young people with SEND, SEMH, or non‑verbal students (desirable but not essential)
• A calm, resilient, and ethically grounded approach, especially when behaviour is distressed or dysregulated
• Strong observation skills and the ability to advocate quietly and persistently for students who cannot speak for themselves
• A passion for social justice, inclusion, and trauma‑informed practice

Career pathways

• Forensic psychology
• Clinical psychology
• Youth justice
• Speech and language therapy (with a forensic or advocacy lens)
• Safeguarding and children’s rights
• Alternative and augmentative communication (AAC) roles