Student Wellbeing Support Level 1-range 3

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 28/01/2025 - 27/01/2032

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1442106

**Location Profile**:
Note: We are looking for a person with character strengths in kindness, gratitude, fairness, curiosity, and bravery.

Please read the entire location and role description before considering applying.

Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. Factors which impact on students who enrol at Croydon CS include:

- Extended breaks in their previous education
- Mental health issues
- Traumatic experiences in their past and/or present
- Low learning confidence
- Deficit literacy and numeracy skills
- Deficit personal and social skills
- Diagnosed and undiagnosed disabilities
- Gender and sexual identity

These factors mean that the school¿s design and preferred way of working with students and their families/carers does not align with mainstream education, nor with everyone¿s personal philosophies. If you are not truly passionate about using a 'whatever it takes¿ approach and having students at the centre of every decision you make, our school and this job are not for you. It is not fair on the young people at our school who have suffered traumas and require a very special approach, and too tough a gig for you personally if you do not have the personal strengths to match this approach.

Belief in unlimited possibilities for student growth and success, regardless of starting point, and being totally committed to doing whatever is necessary to achieve student growth in academic, personal and social learning is essential.

The school focus is to build strong, appropriate relationships with students and to develop feelings of safety and confidence within each student so that their ability to learn new things is maximised. Deep understandings and a maturity to behave professionally and with appropriate boundaries when working with students and their families/carers is essential.

This position is for a person who is excited and open to learn lots about Big Picture Learning; working in a trauma-informed way; being open to new ways of 'doing school¿; and contributing to a positive staff team.

This position is for a person with a personal love of learning, who has hope for all young people, holds justice and fairness as essential moral beliefs, and approaches everything they do with excitement and energy. The goal is to improve every student¿s learning growth, and to foster them to adopt new beliefs which assist them to increase student growth by a minimum of one year each school year, regardless of their starting point. The successful applicant MUST be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with our marginalised and vulnerable children and young people who may have experienced complex trauma.

Other relevant data to the school includes:
¿ Less than 5% of students live in the areas close to the school. Some travel for over an hour each way to attend.

¿ Currently 25% of the students are receiving additional funding under the Program for Students with Disabilities.

¿ Currently 20% of the students are living in Out of Home Care

¿ 100% of students have additional needs, including learning disabilities, serious mental health issues, severe behaviour disorders and severe language disorders.

¿ Approximately half the students have a diagnosis of, or display many of the characteristics of neurodiversity, including autism spectrum disorders

¿ 75% of students commence significantly below expected levels in literacy and numeracy

**Selection Criteria**:
1. High level of emotional intelligence and the ability to work both individually and with a range of people within our school and wider community

2. Proven ability to run inclusion support programs for gender-diverse adolescents. Proven ability to further build the understanding of gender-typical adolescents to their diverse and unique peers.

3. Proven ability to work within current DE guidelines and polices related to student wellbeing and engagement

4. Highly developed capacity for emotional self-regulation including the capacity to set and maintain consistent boundaries with students to ensure safety, stability and consistency

5. Strong understanding of the needs of marginalised and vulnerable children who may have experienced complex trauma, including the barriers, enablers and the ability to engage each child and progress his/her learning. Demonstrated capacity to engage and work effectively with students displaying emotional and behavioural dysregulation as the result of trauma.

6. High level ability to contribute to the philosophy of Croydon Community School, with emphasis on restorative practices, student voice and leadership, and connection