Learning Specialist - Mental Health & Wellbeing

KSC1        Demonstrated understanding of child and adolescent mental health, wellbeing and engagement within a primary school context, with the ability to inform, influence and build the capability of staff to implement evidence-based practices that enhance student wellbeing and learning outcomes.

KSC2        Demonstrated ability to lead the development, implementation and evaluation of whole-school processes, programs and strategies that promote student mental health, wellbeing, engagement and learning. 

KSC3        Demonstrated ability to use student wellbeing and learning data to inform planning and intervention, and to coordinate effective support by establishing partnerships with families, external services and multidisciplinary professionals to improve student outcomes. 

KSC4        Demonstrated highly developed interpersonal, communication, and leadership skills, with the ability to establish collaborative relationships with key stakeholders to promote student wellbeing, engagement and learning. 

KSC5        Demonstrated ability to provide strategic leadership to drive change, build commitment to whole-school initiatives, model professional practice aligned with department values, and achieve improved outcomes. 

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.

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.

Applicants should be currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach. 

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

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

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

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.

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

While this position is advertised as full-time, we are open to considering a reduced time fraction, provided it aligns with the school's operational requirements. The minimum appointment fraction is 0.6 FTE. Any classroom teaching component will be determined at a later stage. 

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Bell Primary School is a dynamic and community-focused school with a 2026 student enrolment of 467 students. The school is proud of its long history of providing education in the Preston community since its establishment in 1928. The pleasant, well-maintained school grounds enhance our learning programs and provide a hub for community activities. Bell Primary School is committed to building active student and community involvement ¿ a philosophy that underpins a range of programs and bodies within the school.

The school prioritises the core areas of Literacy, Numeracy and Curiosity with a focus on building consistency of practice through implementing our agreed-upon teaching and learning model. As a professional learning community, we continue to focus on enhancing teaching and learning practices and improving student achievement outcomes through data-driven planning in collaborative teams.

An emphasis on high impact teaching strategies, including differentiation and providing additional support and extension, is central to our approach to teaching and learning at Bell. A tutoring/intervention program is continuing in 2026 to provide identified students with targeted and precise learning support. The school offers a Tier 2 Social and Emotional learning intervention program to support the wellbeing of particular students according to identified need.

At Bell Primary, we implement Berry Street Educational Model (BSEM) strategies. BSEM is based on proven positive education, trauma-informed and wellbeing practices that enable students¿ academic and personal growth. The BSEM comprises five domains or `pedagogical lenses¿: Body, Stamina, Engagement and Character, all anchored by Relationships. BSEM, along with Respectful Relationships, Rights and Resilience, form the basis of the school's social emotional curriculum that's explicitly taught throughout the year. As part of our Start Up Program, the first week of the school year is spent setting the tone in each room with a strong emphasis on values and developing effective routines and relationships.

Specialist subjects for Visual Arts, Music, Physical Education, STEAM and Language (Italian) are delivered weekly to all grades.

Students also have opportunities to develop leadership skills through involvement in forums such as Junior School Council, Sustainability reps and an extensive Grade 6 Leadership program. Bell offers a range of extra-curricular activities as part of its commitment to supporting student engagement, wellbeing, motivation and interest including interschool sport, camps, senior vocal ensemble and rock band, art extension classes, as well as offering a number of instrumental music lessons by external providers. Staff also offer a range of lunchtime clubs at various times of the year, some of which lead to school representation opportunities such as debating and Tournament of Minds.

Our school encourages students to operate independently and co-operatively, to be valued and value others and to take pride and pleasure in participation and achievement.

Our vision and values underpin all decision making and guide the behaviours and attitude of all members of the Bell Community:

Vision

Bell Primary school is a caring community that fosters a love of learning in young people. At school and beyond, students are confident to think critically and empowered to thrive in a rapidly evolving world.

Values

Resilience: As learners, we embrace a challenge and don¿t give up. We can overcome obstacles and bounce back from difficult situations.

Creativity: We are open to novel ideas and explore new ways to solve problems.

Curiosity: We are excited to explore new and challenging ideas.

Collaboration: We work together to share ideas and knowledge to achieve a common goal.

Respect: We foster a culture in which people feel safe to be themselves and are inclusive of others. We take care of our environment and enjoy the wonders it offers.