Clearing offers from 48 UCAS tariff points. Subject-specific requirements still apply. See the entry requirements section for details.
If you're interested in psychology, education, child development, mental health and wellbeing, or supporting young people, this degree gives you the opportunity to explore them together in a practical, career-focused way.
Psychology with Inclusive Education combines the psychological study of behaviour, neurodiversity, and development with real-world understanding of education, inclusion, and support needs. You'll explore how children and young people learn, think, and behave in different ways and how schools, communities, and professionals can create more inclusive environments.
At the University of Lincoln, this course is accredited by the British Psychological Society (BPS), meaning it provides the first step towards becoming a professional psychologist while also opening doors into education, youth work, wellbeing, social care, and community-based careers.
You'll learn through a mix of psychology theory, applied practice, research, and real-world case studies, helping you graduate with both academic knowledge and practical confidence.
If you're interested in psychology, education, child development, mental health and wellbeing, or supporting young people, this degree gives you the opportunity to explore them together in a practical, career-focused way.
Psychology with Inclusive Education combines the psychological study of behaviour, neurodiversity, and development with real-world understanding of education, inclusion, and support needs. You'll explore how children and young people learn, think, and behave in different ways and how schools, communities, and professionals can create more inclusive environments.
At the University of Lincoln, this course is accredited by the British Psychological Society (BPS), meaning it provides the first step towards becoming a professional psychologist while also opening doors into education, youth work, wellbeing, social care, and community-based careers.
You'll learn through a mix of psychology theory, applied practice, research, and real-world case studies, helping you graduate with both academic knowledge and practical confidence.
I loved my time on this course. It's great how you can pick your modules to really tailor the degree to what you want to do, and it set me up so well to go on to postgraduate study. I felt so supported by all the lecturers throughout my time on the course and made so many great friends! I would absolutely recommend this degree to anyone interested.
Laura Neale
BSc (Hons) Education and Psychology
✔ Build career-ready skills for multiple sectors
You’ll graduate with transferable skills valued across psychology, education, healthcare, business, and public services, including:
✔ Gain a recognised psychology qualification
This course is accredited by the British Psychological Society (BPS), providing eligibility for the Graduate Basis for Chartered Membership (GBC).
✔ Study inclusion in real educational contexts
You’ll explore topics such as:
✔ Learn from active researchers and practitioners
Teaching is informed by current research and professional practice, helping you connect theory to real-life situations in schools, communities, and support settings.
✔ Access specialist psychology facilities
You’ll have opportunities to use psychology research facilities including:
✔ Keep your future options open
Unlike more narrowly focused degrees, this course supports progression into a wide range of careers and postgraduate pathways.
This course helps you understand both how people think and develop and how education can support different needs and experiences.
You’ll explore core areas of psychology including cognition, development, behaviour, mental health, and research methods, while also examining how inclusive educational practice can improve outcomes for children and young people.
Rather than simply memorising theories, you’ll learn how to apply psychological knowledge to real-world challenges.
Throughout the degree, you can develop skills in:
You’ll also gain experience interpreting evidence, discussing case studies, and carrying out independent research projects.
Teaching typically includes:
Course content is designed to help you become both scientifically informed and professionally aware.
This module aims to introduce students to a wide range of topics outlining the structure and functions of the brain and nervous system, and the relationship between these brain structures and the behaviours, both covert and overt, resulting from them. The module serves as the foundation for the second year core module in cognition, and a number of elective modules expand on ideas introduced here.
This module builds on the introduction to research in psychology and sport science in Semester A by exploring in greater depth how to design appropriate studies and communicate research findings effectively. Using a combination of lectures and workshops, students will learn how to plan and conduct research using both quantitative and qualitative methods, analyse quantitative and qualitative data, and present findings in a research report. Typically, real-world examples and practical activities will be used to help develop students’ confidence as emerging independent researchers. This module will lay the foundations for more advanced research tuition in year 2.
Transferrable Skills Building on the previous research skills module, this module will further develop the previously identified set of Skills for Life: global mindset, active learning, critical thinking, complex problem solving, digital & data literacy, leadership & influence, persuasion & negotiation and equality & inclusion. Students will continue to incorporate consideration of researcher and participant sample bias (i.e. WEIRD & non-WEIRD participants) as well as equality & inclusion in research practices. Students will also continue to work in groups require critical thinking and active learning to solve complex problems. Digital and data literacy skills will continue to be strengthened throughout.
This module provides an introduction to three major areas of psychological theory and research, Developmental, Social and Individual psychology. The topics are covered in Semesters A and B respectively and grouped thematically. Content across all topics is embedded in the context of major, relevant general, developmental, social and individual differences theories.
This module introduces students to the foundational theories and principles of Inclusive Education, exploring its history, evolution and key concepts. It typically engages with key theories emphasising responsive pedagogical practices and the importance of viewing inclusion as a social and ongoing process. Students will typically engage in examining how inclusive practices in education work to remove barriers to learning and participation for all learners, regardless of ability, background, and/or identity. The module also foregrounds critical reflections on policy, practice, and the ethical dimensions of inclusion, preparing students to understand and advocate for equitable educational environments.
An appreciation of research methods is critical for understanding empirical disciplines like psychology and sport science. This module introduces students to some of the basic concepts underlying qualitative and quantitative research methods. It focuses on foundational understanding of knowledge production including epistemology, ontology, ethics, design sampling, analysis tools and writing skills. This module provides the foundations for research in psychology and sport science that students will be able to build on during their degree and beyond.
The module will address the following Skills for Life: global mindset, active learning, critical thinking, complex problem solving, digital & data literacy, leadership & influence, persuasion & negotiation and equality & inclusion. More specifically, on this module, students will develop their global mindset through considering bias and non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) participant groups in research. Students will be active learners, required to think critically and solve complex problems in teams applying leadership, persuasion & negotiation skills while centring equality and inclusion. Digital and data literacy skills will be strengthened throughout.
The module will introduce students to science-backed tools and habits that they can use to improve their own skills, social awareness and wellbeing, and to enhance their own lives as psychological literate citizens. Students will typically develop skills in scientific and psychological literacy, critical thinking, self-reflection, written and oral communication and teamwork.
This module aims to build and develop quantitative and qualitative research skills that were acquired at Level 4. These will include research design, analysis and data handling. In lectures, students will be introduced to a range of statistical and non-statistical topics relating to applied research. Parallel workshops will provide hands-on training in qualitative and quantitative study design and analysis. Working in small groups under academic supervision, students will complete a research project.
This module aims to examine the concepts, theories, research methods and influencing factors in child development relevant to the period from birth to adolescence.
This module builds upon the foundational knowledge of Inclusive Education developed at Level 4. It explores the concept of diversity in depth, focusing on the lived experiences of different groups of learners and the systemic they face in accessing equitable education. Typically, key categories of focus will include Race, Ethnicity, Socio-Economic Status, Special and Additional Needs, English as an Additional Language (EAL), Refugee Education, Traveller Education, Religion and Gender. Students will critically examine how educational institutions can foster genuine cultures of belonging that go beyond the rhetoric of inclusion. It also explores the inclusion and exclusion paradox. Through case studies and reflective practice, students will develop the skills to evaluate and advocate for inclusive pedagogically and culturally responsive educational practices.
This module builds on students’ prior understanding of Inclusive Education by focusing on the practical applications of inclusive principles in diverse educational settings. It explores how educational policies and practices impact the provision for learners with different needs including special and additional needs. Students will critically examine the SEND Code of Practice, its application and the gap between policy and practice. The module also introduces alternative educational pathways and provisions within the UK, including special schools, supplementary schools, alternative provision, forest schools, homeschooling, Montessori and Steiner education. Students will develop the skills to evaluate and implement inclusive strategies that promote meaningful participation and learning for all.
The module aims to provide an introduction into psychological assessments using psychometrics, including questionnaires and scales. Based on the established theoretical and research context, this module will consider a range of assessment tools used in psychology to assess an individual’s behaviour or behavioural disposition, and provide an introduction into psychometric test development. The modules also aims to provide students with the opportunity to administer, score, and interpret psychological tests.
This module aims to showcase how research is applied in practice, in policy and in the context of the Sustainable Development Goals (SDG) and social responsibility. In lectures, students will be introduced to examples of how research is applied in the workplace, how research is used to shape policy, and how research relates to the SDGs and social responsibility. In parallel, a series of workshops will teach students to apply this knowledge. This module develops the following Skills for Life: global mindset, leadership & influence, active learning, critical thinking, solving complex problems and equality & inclusion. Specifically, on this module, students will develop their global mindset and leadership & influence through considering how research is applied in a global context, including contributing to the SDGs and writing for a general audience. By developing a dissertation proposal, students will be active learners, required to think critically and solve complex problems while centring equality and inclusion.
This module explores the interdependence between social processes and the self, and how these differ across groups, and cultures.
This optional, year-long module enables students to spend a year studying abroad at one of the University’s approved partner institutions. Eligible students must have completed their second year of study to a satisfactory standard and successfully completed the application process for the year abroad. During the year spent abroad, students share classes with local students and study on a suite of locally-delivered taught modules which have been approved in advance by the University. Upon their return, as part of the assessment for this module, students are required to critically reflect upon their experience of living and studying in a different cultural environment and the skills acquired.
This module aims to create a valuable opportunity for students to gain important insights and improve their skills and prospects relevant to employment or further study (i.e. within psychology or related subject areas) by undertaking relevant work experience.
This module is designed to provide you with an in-depth understanding of Special Educational Needs and Disabilities (SEND) and Neurodiversity within contemporary educational contexts; with an added insight into the different categories of needs that learners may have in the learning environment. Through an understanding of the models of disability, the module covers specific conditions such as autism spectrum disorder, specific learning difficulties, developmental delays, cerebral palsy, speech and language difficulties and other conditions. Students will also explore the processes of identifying SEND, the roles of other professionals, and the integration of multidisciplinary knowledge in supporting learners. Focusing on learning, teaching and education-related work, the module provides students with an opportunity to engage with cutting-edge research and how these impact on practice.
This module will be organised in two strands. The first is engaging students with key critical and ethical perspectives on artificial intelligence and its evolving role in communication and education. The second is supporting students to learn and apply basic and intermediate AI skills in research and practice across educational and communication contexts and topics. The module and assessment will weave these two strands of work together, with the overall aim of preparing graduates who have the knowledge and skills to actively shape the future of how AI technologies are understood and applied in their field.
This module aims to draw on aspects of cognitive and clinical neuropsychology to examine the consequences of brain dysfunction. A particular focus will be upon the interdependence of clinical and experimental neuropsychology, and it is within this context that the role of neuropsychology in research, diagnosis and patient management can be explored.
This module provides an opportunity for an in-depth study of a particular topic relevant to the field of their particular degree and to demonstrate original and critical thought. The Dissertation module tests a student’s ability to identify an appropriate research question and to design a method that allows data collection and analysis to be conducted in order to answer the proposed research question. Students will typically develop skills in scientific literacy, critical thinking, data analysis, and written and oral communication. Skills for Life will be gained in Complex Problem Solving, Critical Thinking, Curiosity & Digital & Data Literacy.
All Dissertation projects must be derived from and/or embedded within a clear theoretical framework. Students have to demonstrate their knowledge of research skills in order to analyse the data gathered and their theoretical knowledge in interpreting the results of their study in relation to the background literature. This can be done through the use of quantitative methods, qualitative methods, or a combination. The module is assessed through the presentation of their research via a poster presentation and the production of a written thesis. The role of the supervisor is to guide them through these processes and the students will be supported through a range of masterclasses covering topics aligned to the development of the students' research.
The module will be structured around critical understanding of the accuracy of science communication. Critically, it will also include interactive components, dedicated to developing clear and accurate communication skills, and discriminating between accurate and inaccurate science communication. Students will typically develop skills in scientific literacy, scientific communication, critical thinking, and written and oral communication.
This module provides an in-depth exploration of addictive behaviours and substance use disorders, with a particular focus on the interventions and treatment strategies used to address them. Students will examine both substance-related and behavioural addictions, considering their prevalence, aetiology, and shared underlying mechanisms. The module will place strong emphasis on the evaluation of psychological, pharmacological, and community-based interventions, as well as harm reduction approaches. Risk factors and vulnerabilities that contribute to the onset and maintenance of addictive behaviours will also be explored to inform the development of effective prevention and treatment responses. By the end of the module, students will be able to critically assess intervention strategies and reflect on best practices in promoting recovery and reducing harm.
This module specialises in presenting the psychological scientific foundations of 'intervention science' in an organisational context. It covers the process of developing interventions to investigate and address key organisational problems.
This module provides a critical evaluation of the way the Organisational Psychology literature approaches common workplace issues.
This module provides a comprehensive and contemporary overview of autism. It introduces students to theoretical, biological, and cognitive explanations, and explores how these approaches contribute to our understanding of autistic experiences. The module also examines current issues in diagnosis, intervention, inclusion, and lived experience, with a strong emphasis on critical(evaluative) engagement with empirical evidence and neuro-affirming perspectives.
This module provides students with an in-depth understanding of two core areas: body image and eating disorders. It explores their aetiology, characterisation, and presentation, alongside diagnostic criteria, assessment, and treatment across diverse populations.
Students will critically examine the complex, multidimensional nature of body image and eating disorders, considering biological, psychological, and sociocultural influences. The module also encourages reflection on methodological challenges in both research and clinical assessment, fostering an appreciation of the strengths and limitations of existing approaches.
Through engagement with empirical and theoretical perspectives, students will analyse attitudes toward food, weight, and body shape, explore the factors driving disordered eating, and evaluate how stigma and diversity shape individual experiences. The module develops the capacity to interpret and synthesise empirical evidence, preparing students to apply psychological knowledge in research, clinical, and public health contexts.
This module will introduce students to counselling theories and develop introductory counselling skills. An important aspect of this module is to provide students with the opportunity to develop learning through self-reflection, peer feedback and skills application.
The module aims to introduce some of the key areas in Forensic Psychology that occur during the pre-conviction stage of a criminal investigation. Specifically, the module will focus on the police investigation and courtroom stage of the criminal process. It will explore a variety of established theoretical work and research within these domains and consider how this knowledge can be used to inform several key areas of the criminal investigation. The module will highlight the applied importance of Psychology to significant issues in the real-world.
This module is designed to give students the opportunity to develop a critical awareness and understanding of psychological issues typically related to the assessment, perception, communication, management and governing of risk as it affects professional practices in such areas as public health, politics, the environment, science and technology, corporate communication, and clinical/forensic psychology.
This module examines the potential benefits of sleep, focusing in particular on two areas. The role of sleep in memory and cognition will be explored in depth, followed by a wider examination of other benefits of sleep for well-being, which may include effects on mood, physical health and aspects of behaviour. Students will be introduced to the way in which sleep can benefit cognition and well-being and the experimental paradigms used to demonstrate this. The aims of the module are to consider in depth the potential role of sleep in both cognition and well-being, and develop the skills and knowledge that will enable the critique of the different approaches taken in this field leading to the ability to interpret and integrate current research findings and design original further research studies.
This module is designed to introduce the background, theories and techniques of Social cognitive neuroscience. SCN seeks to understand socioemotional phenomena in terms of interactions between the social (socioemotional cues, contexts, experiences, and behaviours), cognitive (information processing mechanisms), affective (emotional responses), and neural (brain bases) levels of analysis.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
This module aims to introduce students to a wide range of topics outlining the structure and functions of the brain and nervous system, and the relationship between these brain structures and the behaviours, both covert and overt, resulting from them. The module serves as the foundation for the second year core module in cognition, and a number of elective modules expand on ideas introduced here.
This module builds on the introduction to research in psychology and sport science in Semester A by exploring in greater depth how to design appropriate studies and communicate research findings effectively. Using a combination of lectures and workshops, students will learn how to plan and conduct research using both quantitative and qualitative methods, analyse quantitative and qualitative data, and present findings in a research report. Typically, real-world examples and practical activities will be used to help develop students’ confidence as emerging independent researchers. This module will lay the foundations for more advanced research tuition in year 2.
Transferrable Skills Building on the previous research skills module, this module will further develop the previously identified set of Skills for Life: global mindset, active learning, critical thinking, complex problem solving, digital & data literacy, leadership & influence, persuasion & negotiation and equality & inclusion. Students will continue to incorporate consideration of researcher and participant sample bias (i.e. WEIRD & non-WEIRD participants) as well as equality & inclusion in research practices. Students will also continue to work in groups require critical thinking and active learning to solve complex problems. Digital and data literacy skills will continue to be strengthened throughout.
This module provides an introduction to three major areas of psychological theory and research, Developmental, Social and Individual psychology. The topics are covered in Semesters A and B respectively and grouped thematically. Content across all topics is embedded in the context of major, relevant general, developmental, social and individual differences theories.
This module introduces students to the foundational theories and principles of Inclusive Education, exploring its history, evolution and key concepts. It typically engages with key theories emphasising responsive pedagogical practices and the importance of viewing inclusion as a social and ongoing process. Students will typically engage in examining how inclusive practices in education work to remove barriers to learning and participation for all learners, regardless of ability, background, and/or identity. The module also foregrounds critical reflections on policy, practice, and the ethical dimensions of inclusion, preparing students to understand and advocate for equitable educational environments.
An appreciation of research methods is critical for understanding empirical disciplines like psychology and sport science. This module introduces students to some of the basic concepts underlying qualitative and quantitative research methods. It focuses on foundational understanding of knowledge production including epistemology, ontology, ethics, design sampling, analysis tools and writing skills. This module provides the foundations for research in psychology and sport science that students will be able to build on during their degree and beyond.
The module will address the following Skills for Life: global mindset, active learning, critical thinking, complex problem solving, digital & data literacy, leadership & influence, persuasion & negotiation and equality & inclusion. More specifically, on this module, students will develop their global mindset through considering bias and non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) participant groups in research. Students will be active learners, required to think critically and solve complex problems in teams applying leadership, persuasion & negotiation skills while centring equality and inclusion. Digital and data literacy skills will be strengthened throughout.
The module will introduce students to science-backed tools and habits that they can use to improve their own skills, social awareness and wellbeing, and to enhance their own lives as psychological literate citizens. Students will typically develop skills in scientific and psychological literacy, critical thinking, self-reflection, written and oral communication and teamwork.
This module aims to build and develop quantitative and qualitative research skills that were acquired at Level 4. These will include research design, analysis and data handling. In lectures, students will be introduced to a range of statistical and non-statistical topics relating to applied research. Parallel workshops will provide hands-on training in qualitative and quantitative study design and analysis. Working in small groups under academic supervision, students will complete a research project.
This module aims to examine the concepts, theories, research methods and influencing factors in child development relevant to the period from birth to adolescence.
This module builds upon the foundational knowledge of Inclusive Education developed at Level 4. It explores the concept of diversity in depth, focusing on the lived experiences of different groups of learners and the systemic they face in accessing equitable education. Typically, key categories of focus will include Race, Ethnicity, Socio-Economic Status, Special and Additional Needs, English as an Additional Language (EAL), Refugee Education, Traveller Education, Religion and Gender. Students will critically examine how educational institutions can foster genuine cultures of belonging that go beyond the rhetoric of inclusion. It also explores the inclusion and exclusion paradox. Through case studies and reflective practice, students will develop the skills to evaluate and advocate for inclusive pedagogically and culturally responsive educational practices.
This module builds on students’ prior understanding of Inclusive Education by focusing on the practical applications of inclusive principles in diverse educational settings. It explores how educational policies and practices impact the provision for learners with different needs including special and additional needs. Students will critically examine the SEND Code of Practice, its application and the gap between policy and practice. The module also introduces alternative educational pathways and provisions within the UK, including special schools, supplementary schools, alternative provision, forest schools, homeschooling, Montessori and Steiner education. Students will develop the skills to evaluate and implement inclusive strategies that promote meaningful participation and learning for all.
The module aims to provide an introduction into psychological assessments using psychometrics, including questionnaires and scales. Based on the established theoretical and research context, this module will consider a range of assessment tools used in psychology to assess an individual’s behaviour or behavioural disposition, and provide an introduction into psychometric test development. The modules also aims to provide students with the opportunity to administer, score, and interpret psychological tests.
This module aims to showcase how research is applied in practice, in policy and in the context of the Sustainable Development Goals (SDG) and social responsibility. In lectures, students will be introduced to examples of how research is applied in the workplace, how research is used to shape policy, and how research relates to the SDGs and social responsibility. In parallel, a series of workshops will teach students to apply this knowledge. This module develops the following Skills for Life: global mindset, leadership & influence, active learning, critical thinking, solving complex problems and equality & inclusion. Specifically, on this module, students will develop their global mindset and leadership & influence through considering how research is applied in a global context, including contributing to the SDGs and writing for a general audience. By developing a dissertation proposal, students will be active learners, required to think critically and solve complex problems while centring equality and inclusion.
This module explores the interdependence between social processes and the self, and how these differ across groups, and cultures.
This optional, year-long module enables students to spend a year studying abroad at one of the University’s approved partner institutions. Eligible students must have completed their second year of study to a satisfactory standard and successfully completed the application process for the year abroad. During the year spent abroad, students share classes with local students and study on a suite of locally-delivered taught modules which have been approved in advance by the University. Upon their return, as part of the assessment for this module, students are required to critically reflect upon their experience of living and studying in a different cultural environment and the skills acquired.
This module aims to create a valuable opportunity for students to gain important insights and improve their skills and prospects relevant to employment or further study (i.e. within psychology or related subject areas) by undertaking relevant work experience.
This module is designed to provide you with an in-depth understanding of Special Educational Needs and Disabilities (SEND) and Neurodiversity within contemporary educational contexts; with an added insight into the different categories of needs that learners may have in the learning environment. Through an understanding of the models of disability, the module covers specific conditions such as autism spectrum disorder, specific learning difficulties, developmental delays, cerebral palsy, speech and language difficulties and other conditions. Students will also explore the processes of identifying SEND, the roles of other professionals, and the integration of multidisciplinary knowledge in supporting learners. Focusing on learning, teaching and education-related work, the module provides students with an opportunity to engage with cutting-edge research and how these impact on practice.
This module will be organised in two strands. The first is engaging students with key critical and ethical perspectives on artificial intelligence and its evolving role in communication and education. The second is supporting students to learn and apply basic and intermediate AI skills in research and practice across educational and communication contexts and topics. The module and assessment will weave these two strands of work together, with the overall aim of preparing graduates who have the knowledge and skills to actively shape the future of how AI technologies are understood and applied in their field.
This module aims to draw on aspects of cognitive and clinical neuropsychology to examine the consequences of brain dysfunction. A particular focus will be upon the interdependence of clinical and experimental neuropsychology, and it is within this context that the role of neuropsychology in research, diagnosis and patient management can be explored.
This module provides an opportunity for an in-depth study of a particular topic relevant to the field of their particular degree and to demonstrate original and critical thought. The Dissertation module tests a student’s ability to identify an appropriate research question and to design a method that allows data collection and analysis to be conducted in order to answer the proposed research question. Students will typically develop skills in scientific literacy, critical thinking, data analysis, and written and oral communication. Skills for Life will be gained in Complex Problem Solving, Critical Thinking, Curiosity & Digital & Data Literacy.
All Dissertation projects must be derived from and/or embedded within a clear theoretical framework. Students have to demonstrate their knowledge of research skills in order to analyse the data gathered and their theoretical knowledge in interpreting the results of their study in relation to the background literature. This can be done through the use of quantitative methods, qualitative methods, or a combination. The module is assessed through the presentation of their research via a poster presentation and the production of a written thesis. The role of the supervisor is to guide them through these processes and the students will be supported through a range of masterclasses covering topics aligned to the development of the students' research.
This module provides an in-depth exploration of addictive behaviours and substance use disorders, with a particular focus on the interventions and treatment strategies used to address them. Students will examine both substance-related and behavioural addictions, considering their prevalence, aetiology, and shared underlying mechanisms. The module will place strong emphasis on the evaluation of psychological, pharmacological, and community-based interventions, as well as harm reduction approaches. Risk factors and vulnerabilities that contribute to the onset and maintenance of addictive behaviours will also be explored to inform the development of effective prevention and treatment responses. By the end of the module, students will be able to critically assess intervention strategies and reflect on best practices in promoting recovery and reducing harm.
This module specialises in presenting the psychological scientific foundations of 'intervention science' in an organisational context. It covers the process of developing interventions to investigate and address key organisational problems.
This module provides a critical evaluation of the way the Organisational Psychology literature approaches common workplace issues.
This module provides a comprehensive and contemporary overview of autism. It introduces students to theoretical, biological, and cognitive explanations, and explores how these approaches contribute to our understanding of autistic experiences. The module also examines current issues in diagnosis, intervention, inclusion, and lived experience, with a strong emphasis on critical(evaluative) engagement with empirical evidence and neuro-affirming perspectives.
This module provides students with an in-depth understanding of two core areas: body image and eating disorders. It explores their aetiology, characterisation, and presentation, alongside diagnostic criteria, assessment, and treatment across diverse populations.
Students will critically examine the complex, multidimensional nature of body image and eating disorders, considering biological, psychological, and sociocultural influences. The module also encourages reflection on methodological challenges in both research and clinical assessment, fostering an appreciation of the strengths and limitations of existing approaches.
Through engagement with empirical and theoretical perspectives, students will analyse attitudes toward food, weight, and body shape, explore the factors driving disordered eating, and evaluate how stigma and diversity shape individual experiences. The module develops the capacity to interpret and synthesise empirical evidence, preparing students to apply psychological knowledge in research, clinical, and public health contexts.
This module will introduce students to counselling theories and develop introductory counselling skills. An important aspect of this module is to provide students with the opportunity to develop learning through self-reflection, peer feedback and skills application.
The module aims to introduce some of the key areas in Forensic Psychology that occur during the pre-conviction stage of a criminal investigation. Specifically, the module will focus on the police investigation and courtroom stage of the criminal process. It will explore a variety of established theoretical work and research within these domains and consider how this knowledge can be used to inform several key areas of the criminal investigation. The module will highlight the applied importance of Psychology to significant issues in the real-world.
This module is designed to give students the opportunity to develop a critical awareness and understanding of psychological issues typically related to the assessment, perception, communication, management and governing of risk as it affects professional practices in such areas as public health, politics, the environment, science and technology, corporate communication, and clinical/forensic psychology.
This module examines the potential benefits of sleep, focusing in particular on two areas. The role of sleep in memory and cognition will be explored in depth, followed by a wider examination of other benefits of sleep for well-being, which may include effects on mood, physical health and aspects of behaviour. Students will be introduced to the way in which sleep can benefit cognition and well-being and the experimental paradigms used to demonstrate this. The aims of the module are to consider in depth the potential role of sleep in both cognition and well-being, and develop the skills and knowledge that will enable the critique of the different approaches taken in this field leading to the ability to interpret and integrate current research findings and design original further research studies.
This module is designed to introduce the background, theories and techniques of Social cognitive neuroscience. SCN seeks to understand socioemotional phenomena in terms of interactions between the social (socioemotional cues, contexts, experiences, and behaviours), cognitive (information processing mechanisms), affective (emotional responses), and neural (brain bases) levels of analysis.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
Starting university is a big step, especially if you’re still deciding on your future career direction. Support is built into the student experience at Lincoln.
Academic support
You’ll have access to:
Wellbeing and pastoral support
The University provides support services covering:
Learn in a collaborative environment
Psychology and education are people-focused subjects, so discussion, collaboration, and shared learning are central to the course experience.
You’ll be encouraged to ask questions, explore ideas, and develop confidence throughout your degree.
What can you do with a Psychology with Inclusive Education degree?
This degree prepares you for a wide range of careers involving people, learning, behaviour, and support.
Graduates may progress into areas such as:
Psychology and mental health
Education and youth support
Public sector and social care
Wider graduate careers
Psychology graduates are also valued in areas such as:
Because the course is BPS accredited, it also supports progression into postgraduate training in areas including:
A degree with long-term flexibility
Many students begin university unsure of their exact career path. This course is designed to give you flexibility, helping you develop specialist knowledge while building transferable graduate skills that employers value across many sectors.
96 to 104 UCAS Tariff points.
This must be achieved from a minimum of 2 A Levels or equivalent Level 3 qualifications. For example:
A Level: CCC to BCC
BTEC Extended Diploma: Distinction, Merit, Merit
T Level: Merit Overall
Access to Higher Education Diploma: 96 to 104 UCAS points to be achieved from 45 Level 3 credits.
International Baccalaureate: 28 points overall.
GCSEs: Minimum of three at grade 4 or above, which must include English and Maths . Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
96 to 104 UCAS Tariff points from a minimum of 2 A Levels or equivalent Level 3 qualifications.
If you are eligible for a contextual offer criteria, a one grade or 8 UCAS Tariff point reduction to the standard entry requirements will be applied. Subject specific requirements will still be required as part of the standard entry criteria.
A Level: BCC
BTEC Extended Diploma: DMM
T Level: Merit
Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 104 UCAS Tariff points.
International Baccalaureate: 30 points overall
A combination of qualifications which may include A Levels, BTEC, EPQ, etc.
Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths. Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
The University accepts a wide range of qualifications as the basis for entry. We will also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
This course could be a strong fit if you:
You do not need to have your entire career planned before you start. This course is designed to help you discover your interests, build confidence, and develop practical skills for the future.
University Study is a major investment, so it’s important to understand the costs and support available. A full breakdown of the fees associated with this programme can be found below. Eligible students may be able to access scholarships and bursaries to help with study costs.
University Study is a major investment, so it’s important to understand the costs and support available. A full breakdown of the fees associated with this programme can be found below. Eligible students may be able to access scholarships and bursaries to help with study costs.
The best way to find out what it is really like to live and learn at Lincoln is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
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We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
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