Graduate Psychology Roles - SEN Support in Mainstream SchoolsLocation: Dorset (various primary & secondary schools)Salary: £85-£100 per day (depending on experience)Contract: Full-time / Part-time / Term-time onlyStart Date: September 2026 (or sooner)
Launch your career in psychology, education, or mental healthAre you a recent Psychology graduate looking to gain meaningful, hands-on experience supporting children and young people?
We are working in partnership with mainstream primary and secondary schools across Dorset to recruit passionate, empathetic graduates to support pupils with Special Educational Needs (SEN).
This is an excellent opportunity for anyone considering a future career in:
- Educational Psychology
- Clinical Psychology
- Speech & Language Therapy
- Teaching or SEN Teaching
- Mental Health or Social Care
? The RoleYou will work closely with class teachers and SENCOs to support pupils who may have:
- Autism (ASC)
- ADHD
- Social, Emotional & Mental Health needs (SEMH)
- Learning difficulties
Your responsibilities will include:
- Providing 1:1 or small group support
- Supporting emotional regulation and behaviour strategies
- Helping pupils engage with learning in the classroom
- Building positive, trusting relationships
- Tracking and reporting progress
What We're Looking For- A degree in Psychology (or related field)
- A genuine passion for supporting children with additional needs
- Strong communication and interpersonal skills
- Patience, empathy, and resilience
- Any relevant experience (e.g., care, tutoring, mentoring, placements) is desirable but not essential
What You'll Gain- Hands-on SEN experience in a school setting
- Ongoing training and professional development
- A fantastic stepping stone into educational or clinical careers
- The opportunity to make a real difference in pupils' lives
Apply NowIf you're ready to start your career and make a meaningful impact, we'd love to hear from you.
Apply today with your CV, or contact us for more information about roles available across Dorset.
