Globally, the prevalence of autism spectrum disorder has increased substantially. In 2014, an estimated 1 in 59 children aged 8 years in the United States of America were diagnosed on the autism spectrum (Baio et al. 2018). Furthermore, the number of students on the autism spectrum attending mainstream schools has grown (Ravet 2011; Soto-Chodiman, Pooley, Cohen and Taylor 2012) as a more inclusive approach to education for all students has evolved (Farrell and Ainscow 2002; United Nations Educational Scientific and Cultural Organisation 1994). However, despite rapid expansion in autism research, effective support for the educational needs of students on the spectrum remains a challenge for students, teachers, parents/carers and specialists working in schools (Humphrey and Symes 2013;

No abstract

Accessible summary This paper highlighted some opportunities as well as challenges in relation to cognitive behavioural therapy, and examined a cognitive behavioural therapy awareness educational programme delivered by a blended learning approach at the University of Gloucestershire, UK. The challenges associated with initiation and running of such educational programmes included the time commitments for busy practitioners to complete the award, learners' motivation and engagement with the course, and some challenges associated with e‐leaning. The paper concludes with suggestions for the way forward for such educational programmes. AbstractThis paper examined the opportunities as well as challenges in relation to the use of cognitive behavioural therapy (CBT). The opportunities include the increased range of mental health conditions and other disorders where CBT (in isolation or with other interventions) could be effective to address them, as well as policies around workforce education and training that support the expansion of psychological therapies, particularly CBT services. The challenges include the urgent need of heightened awareness among the wider platform of health and social care workers about CBT principles, structure, framework, methods of delivery, wider applications, evaluation and appropriate referral of clients, and stepped model of care. In response to such needs, the paper described CBT awareness educational award at the University of Gloucestershire, UK: the Certificate of Professional Studies in Awareness of Cognitive and Behavioural Therapies Practice delivered at Level III and M level. The challenges associated with the initiation and running of such educational programmes are highlighted, as well as suggestions for the way forward considering the learners', employers' and educational providers' perspectives.