Enhancing your learning experience with improved accessibility, refreshed content, and alignment with the latest standards.

Based on our Subject Matter Expert's review, we have updated the following: Lesson 1 has a new introduction on how good communication supports choice, preferences and control, and BSL, SSE and Makaton now each have their own heading. Lesson 2 adds "Conversation building blocks" and an expanded "When to raise a concern" section, covering urgent hearing loss. Lesson 3 features a new "More than words" story about Aisha and Callum, a scenario about Lucy's stammer, and a new step on arranging a registered communication professional. These updates give you clearer explanations, practical guidance and realistic examples, so you can feel more confident communicating with people who are Deaf, hard of hearing or have speech difficulties.

Released 27 October

Following expert review, hoarding is now defined as a mental health condition that includes collecting as well as difficulty discarding. Sources now cite the NHS, and Diogenes syndrome is described as a behavioural syndrome. Wording about older people now recognises that hoarding affects people in different care and support settings. We've merged overlapping financial examples, refined how insight is described, and corrected grammar and spelling. Three new Lesson 3 questions cover following the care plan, removing belongings and continuing support. This course empowers you to feel confident and compassionate when supporting someone whose home is affected by hoarding and clutter.

Released 27 October

We've updated an end test question to improve clarity around night bag change frequency. The original question asking how often a night bag should be changed has been split into two separate questions, distinguishing between reusable night bags (used by bedbound individuals), and disposable night bags (used by mobile catheter users). This change was made because the original question combined both bag types under one heading, which could lead to confusion about which change frequency applied, whereas the updated questions test each scenario individually so learners come away with a clear understanding of both.

At the same time, we've updated the assessment question bank to include feedback for each question, helping to improve consistency across all our courses. This feedback will be displayed at the end of the assessment.

Released 2 September

We have added some additional information within the course content to better frame it. Added the "3 Rs" framework (routine, relationships, regulation) as an alternative to HALT. Expanded signs of emotional relapse, covering irritability and bottling up emotions. Added new content on trauma disrupting emotional regulation and why substances can feel necessary. Included a new trauma definition and a trauma trigger scenario. Revised the relapse prevention plan section, adding a clearer purpose statement and a three month review requirement.

Released 7 September

We've made a few small updates to the Recovery Model course. This includes some additional examples and wording tweaks to support better practice around language, substance use, and co-production. These are minor content refinements only; course completion and assessment requirements are unchanged.

Released 8 September

We've refreshed this course to give you an even clearer, more empathetic understanding of sensory processing differences. You'll now find sharper guidance on recognising sensory overload for what it truly is, a physiological response rather than a choice, and on reading behaviour as communication rather than non-compliance. These updates help you respond with more confidence and compassion when supporting people through sensory distress.

Released 14 September

In the question on Principle 5 of the MCA, the correct answer had been marked incorrectly. We've reviewed this and corrected it, so learners will now see the right answer confirmed. While making this fix, we also updated the instruction text on the multiple response questions so it follows our style guidelines consistently throughout the course.

Released 16 September

Help your team deliver inclusive, person-centred care. This new course covers respectful language, pronouns, health inequalities, disclosure and person-centred support for LGBTQ+ individuals, using real-life scenarios to build confidence in everyday interactions. Essential learning for safer, more inclusive care environments.

Released 30 September