This award is intended for those who are involved in supporting students’ personal or academic development in post-compulsory, adult education and higher education settings.

Successful graduates of programmes accredited against this award are entitled to refer to themselves as a SEDA Recognised for Personal and Academic Support.


  • To support the professional development of individuals offering support and guidance in a personal or academic tutoring capacity
  • To promote reflection in and on own personal, academic and tutoring practices
  • To support individuals in enhancing practice, systems and support structures for personal and academic support in their setting informed by shared values
  • To enhance personal and academic tutoring and student support practices more widely.


All those working in post compulsory, adult, lifelong learning and higher education settings who have a role as personal and/or academic support to individual students. This is an area of increasing importance which requires consideration and support by institutions and by teams as it evolves. The award provides a vehicle for institutions and individuals to inform and structure this process of review and development.


Award recipients will have shown how their work is informed by the SEDA Values:

  1. Developing understanding of how people learn
  2. Practicing in ways that are scholarly, professional and ethical
  3. Working with and developing learning communities
  4. Valuing diversity and promoting inclusivity
  5. Continually reflecting on practice to develop ourselves, others and processes.

Core development outcomes

Additionally award recipients will be able to:

  1. Identify their own professional development goals, directions or priorities
  2. Plan for their initial and / or continuing professional development
  3. Undertake appropriate development activities
  4. Review their development and their practice, and the relations between them.

Specialist outcomes

Award recipients will be able to:

  1. Reflect on the need to be informed by an awareness of boundary issues and a commitment to ethical practice
  2. Support and guide students taking into account the framework of the institution and the various policies, systems and processes of both the institution and HE
  3. Analyse and apply relevant research, literature and theory to inform, evaluate and enhance practice
  4. Apply appropriate skills when dealing with students either in a personal or academic context, taking into consideration the diverse backgrounds and needs of learners.

Named award co-ordinator