Mental Health and Wellbeing Leader

- SC1 `Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
- SC2 `Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
- SC3 `Assessment and reporting of student learning'. Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.
- SC4 `Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
- SC5 `Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.

Role

The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support.

The Mental Health in Primary Schools initiative is being expanded to every government and low-fee non-government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing.

The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mentalhealth and wellbeing needs.

Participating schools receive funding to employ a Mental Health and Wellbeing Leader, a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community.

The role of the Mental Health and Wellbeing Leader at Yarrabah School is:

- work as part of the wellbeing team to build capability for whole school initiatives related to student mental health and wellbeing (identification, promotion and prevention) under the direct supervision of the school wellbeing leader
- provide support to staff to better identify and support students with mental health needs,
- work closely with other school services team members to maintain clear referrals for students requiring assessment and intervention, and monitor and evaluate student progress.

The role provides a proactive focus for the promotion and prevention of mental health and wellbeing through assessment and implementation of context-relevant programs, approaches and initiatives based on a broad and extensive knowledge of the needs of the school.

The Mental Health and Wellbeing Leader role is not a clinical role and is not designed for direct intervention. Yarrabah School has an Integrated Service Team model with established referral pathways for services. This role will work to develop and support the implementation of key school initiatives that can then be referred.

Mental Health and Wellbeing Leaders are provided training in mental health literacy, supporting emerging needs, and building school capacity and receive ongoing support and professional development through structured and regular Learning Communities Training is developed and facilitated by the Faculty of Education at University of Melbourne, supported by Murdoch Children's Research Institute.

Responsibilities

Operating in collaboration with their school, leadership, wellbeing team, and other services where relevant, the Mental Health and Wellbeing Leader will:

- Promote a whole school approach to wellbeing initiatives for students, staff and families
- Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, including trauma-transformative interventions and programs that build mental health literacy to identify and support primary school students with mental health concerns.
- Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to schools staff and classroom teachers to build their capabilities to embed mental health practice within the classroom.
- Work with the wellbeing leader and school leadership teams to embed whole school approaches to mental health into school planning and strategic processes.
- Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
- Contribute to the school's existing wellbeing team.

Who May Apply

Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification.

A qualification in student wellbeing or mental health is desirable but not required.

Diversity and Inclusion

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees,including those who work in Victorian Government Schools. Information on the department values is available at:

- Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.
- Candidates are advised that the key selection criteria must be addressed. Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Successful applicants are subject to a satisfactory criminal record check prior to employment. New DE employees are required to meet the cost of the criminal record check.
- If appointed from outside DE, successful applicants will be required to complete a pre-employment health declaration.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department¿s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages.default.aspx
- To support DE's commitment to its Environmental Management System, DE employees are expected to act in an environmentally responsible manner at all times.

Conditions of Employment

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages.default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Location Profile

Yarrabah School is in the beautiful bayside suburb of Aspendale only 500 meters from the sandy beaches of Aspendale and Mordialloc.

Yarrabah School caters to students aged between 2.8 and 18 years (233) who have a diagnosed intellectual disability ranging from moderate to profound. Yarrabah School is a single campus Pre K - 12 school organised around four distinct stages of learning including Early Years (2.8 - 5), Primary Years (Ages 5 - 12), Lower Secondary Years (Ages 13 - 15) and Upper Secondary (16 - 18).

Yarrabah Mission: To provide a nurturing, educational environment that maximises each student¿s potential.

Vision: Yarrabahs vision is to provide an individualised and safe student-centred learning environment that promotes active learning, encourages adventure, independence and self-esteem maximising student potential. The school provides all students access to curriculum and support services in preparation for life after school as a valued member of the community.

School Values:These are beliefs and principles we believe are important for staff, parents and students. Our school should be a place where all members of the community have the right to feel safe, valued and secure.

- TOLERANCE · Actively listen to others and don¿t judge, respect others¿ ideas and opinions, make your actions consistent, be respectful of others and their culture, understand there is an optimal zone of arousal (window of tolerance)
- RESPECT · Understand we are unique and valuable, speak and act with courtesy: being mindful of body language and voice tone, appreciate and be receptive to individual opinion and beliefs, listen to others, acknowledge the achievements of others with dignity
- INTEGRITY · To be true to yourself, i.e. act according to your true feelings and beliefs, to be open, honest and fair with everyone, to do the right thing, admit if you have made a mistake and be sincere with your apologies, avoid negative behaviour that is hurtful to others such as gossip
- CARE & SUPPORT · To be a compassionate member of the school community and regularly review own performance and commitment to the school, be supportive, not judgemental, be flexible, listen ¿ do not judge, be truthful, be aware/mindful of a person¿s feelings, self esteem and health

Applications close Monday 27 October 2025 at 11.59pm

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