Behaviour Support Officer

Behaviour Support Officer

Organization Profile

Kamaruka is a specialist school in located in South Yarra.

Kamaruka caters to boys from Years 2 to Year 10. The program offered at Kamaruka is designed for neurodivergent boys, such as those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).

Students who enroll at Kamaruka have often found it difficult to navigate the mainstream education system, which may not have been able to accommodate and support their unique needs. Through a modified curriculum, positive experiences, and a sense of belonging at Kamaruka, self-esteem is restored and a pathway towards a rewarding future becomes possible.

OVERVIEW

Title

Behaviour Support Officer

Campus

Both

Reports To

Principal

Primary Location

52 River St South Yarra / 38 River St South Yarra

FTE

30.5 per week

POSITION DESCRIPTION

The Behaviour Support Officer plays a key role in supporting the inclusion, safety and engagement of neurodivergent students. The role focuses on applying proactive, student-centered behaviour support practices that reflect neurodiversity-affirming, trauma-informed, and inclusive education principles. Working closely with teachers, allied health professionals, and school leaders, the Behaviour Support Officer contributes to the creation of a safe, positive, and supportive learning environment that enables all students to access and engage with the curriculum to their fullest potential.

This position will have a key role in the leading and updating of the school's behaviour management plans and policies. The Behaviour Support Officer is responsible for implementing, promoting, supporting, and sustaining a safe learning culture that models and promotes the effective use of evidence-based research for learning.

PREREQUISTES

Commitment to Child Safety

● A demonstrated understanding of child safety

● A demonstrated understanding of appropriate behaviour when engaging with children

● Familiarity with legal obligations relating to child safety (e.g. Mandatory reporting)

Essential:

• Qualifications in Education Support, Behavioural Science, Youth Work, Social Work, or a related field.
• Breadth and depth of understanding in positive behaviour support strategies
• Ability to upskill staff and influence the development of behaviour practices.
• Demonstrated experience supporting all aspects of behavioural challenges in neurodivergent students, including those with autism, ADHD and PDA.
• Demonstrated ability to respond effectively to the behaviour of young people by implementing appropriate de-escalation strategies and supporting their re-engagement in learning.
• Strong understanding of Positive Behaviour Support (PBS), trauma-informed practice, and neurodiversity-affirming approaches.
  • Proven ability to de-escalate challenging behaviour and promote emotional regulation using student-centered strategies.
  • Excellent interpersonal, collaboration, and communication skills across diverse teams and with families.
  • Ability to work proactively and flexibly in a high-paced, dynamic specialist education setting.
  • Current Working with Children Check (WWCC) and National Police Check, or ability to obtain.

Desirable:

• Experience in a specialist or inclusive education setting aligned with the Australian Curriculum.
• Training in crisis prevention or de-escalation techniques (e.g. CPI, MAPA, Therapeutic Crisis Intervention).
• Familiarity with frameworks such as the Disability Standards for Education,

RESPONSIBILTIES

Key Responsibilities

• Respond to requests for immediate behaviour support during the school day
• Collaborate with educators to support students' access to and participation in the Australian Curriculum through differentiated and individualized behaviour support strategies.
• Develop, implement, and monitor student-centered Behaviour Support Plans (BSPs) and Safety Plans in line with the principles of Positive Behaviour Support (PBS) and trauma-informed practice.
• Provide in-class, play area, and transition support to assist students with regulation, communication, and engagement.
• Collect, document, and analyze behavioural data to inform planning and decision-making in line with Nationally Consistent Collection of Data (NCCD) processes.
• Assist with functional behaviour assessments (FBAs) in collaboration with psychologists, speech pathologists, or other specialists.
• Support staff in applying consistent, inclusive behaviour support strategies across school settings.
• Maintain regular communication with families and participate in Student Support Group (SSG) meetings and Individual Education Plan (IEP) development.
• Promote and model respectful, inclusive interactions that recognize students' strengths, sensory profiles, and communication preferences.

Other

● Undertake related duties as requested by the principal who may vary the above duties