Mental Health and Wellbeing Leader

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Health and allied health

Location: Melbourne - Inner South East suburbs

Reference:

Selection Criteria

• 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' mental health 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 is to:

• build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention),
• provide support to staff to better identify and support students with mental health needs,
• establish clear pathways for referral 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. The role is seen as a key conduit in creating referral pathways once a teacher or other staff member identifies a concern in the classroom.

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 and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:

• Promote a whole school approach to mental health and wellbeing to students, staff and families
• Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and 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 into the classroom.
• Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
• 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 currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

EEO AND OHS Commitment

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 (see Workplace 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

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:

DE Values

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:

Other Information

This is a non-classroom teaching position. This is a part-time role, two days onsite out of the classroom, but opportunity for more days.

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

VIT LANTITE

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

Small in size. Big in impact.

Ripponlea Primary School is a vibrant, inclusive government school located in East St Kilda, just 10 kilometres from Melbourne¿s CBD. Established in 1922, our school has a proud legacy of delivering high-quality education in a safe, welcoming, and diverse community. With a current enrolment of 267 students from Foundation to Year 6, Ripponlea is a school where every child is known, nurtured, and challenged to achieve their full potential.

We respectfully acknowledge the Traditional Owners of the land, the Boon Wurrung (Bunurong) people of the Kulin Nation, and celebrate our commitment to reconciliation through our Indigenous Garden, House names, and the development of our Reconciliation Action Plan.

At the heart of Ripponlea Primary School is a clear vision: to grow global and creative thinkers who care, create and connect. Our school values, Community, Creativity, Integrity, Open-mindedness, Resilience, and Respect, are woven into everything we do.

We are proud of our strong culture of learning, safety, collaboration and trust. Students are at the centre of all decisions, and staff are empowered to work together in an environment built on respect, shared responsibility, and mutual support. These elements are foundational to the way we lead, teach, and care for every learner.

We believe that high-impact learning cannot occur without psychological safety and a deep sense of belonging. Our community embraces open communication, restorative practices, and collective efficacy, ensuring both students and staff thrive.

We have a strong focus on English and Mathematics, delivering a carefully sequenced and rigorous curriculum aligned to the Victorian Curriculum. In 2025, we will undertake a School Review, a reflective and collaborative process that will shape our next Strategic Plan and guide our future direction.

Our instructional model is aligned to the Victorian Teaching and Learning Model (VTLM 2.0). We implement explicit teaching, guided by the Gradual Release of Responsibility (I Do, We Do, You Do). Instruction is clear, intentional and evidence-based, supported by formative assessment and feedback to maximise student growth.

Our literacy approach is grounded in the Structured Literacy framework, ensuring all students develop a strong foundation in the Big 6 of Reading.

We have introduced PhOrMes, a systematic phonics program focused on orthographic mapping, to build fluent, confident readers. Targeted small group instruction supports decoding, fluency, and meaning making with high-quality texts.

In writing, we use mentor texts and modelled lessons to explicitly teach the craft of writing. Our program is structured around the Six Traits + 1, Ideas, Organisation, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. Students participate in daily structured writing sessions, rich conferencing, and publishing for real-world audiences.

At Ripponlea, student wellbeing is essential to academic success. We implement:

• School-Wide Positive Behaviour Support (SWPBS)
• Resilience, Rights and Respectful Relationships
• Zones of Regulation and Social Stencil
• A whole-school commitment to Child Safety Standards, including cultural safety and student empowerment

We actively promote inclusion, with tailored support for LGBTIQ+ students, students with disability, and those requiring additional intervention or extension. Students are given authentic opportunities to lead, influence, and shape their learning and environment.

Equally, staff wellbeing is recognised as vital. We invest in collaboration, professional learning, and a culture of care to sustain a motivated and effective team.

Students participate in a rich specialist program including Performing Arts, Visual Arts, Physical Education, Japanese, and Digital Technologies. A wide range of extracurricular activities includes choir, band, lunchtime clubs, inter-school sport, and after-school programs in STEM, coding, drama and sport.

Our multi-age classroom structure (1/2, 3/4, 5/6) supports peer learning, mentoring and personalised teaching. Families are active partners in learning through School Council, Ripper Families, community events, fundraising, sustainability projects and volunteering.

Our facilities are also used by the wider community, fostering partnerships that extend the school's positive impact.

Ripponlea Primary School is committed to nurturing the whole child, academically, socially, and emotionally, within a connected, inclusive and forward-thinking learning community.

We may be small in size, but the quality of our teaching, the strength of our relationships, and the scale of our aspirations are truly big.

Applications close Sunday 31 August 2025 at 11.59pm

Posted

18 August 2025

---