Role
The Student Wellbeing Worker will collaborate with the Student Wellbeing Team and external agencies to improve the wellbeing, attendance, resilience and behaviours of students across -the college. The successful applicant will be responsible for developing and implementing positive support strategies and programs that foster student engagement, both inside and outside the classroom.
A key aspect of this role is developing and maintaining strong relationships with students and their families to increasing regular attendance and engagement, and promote wellbeing to enhance student learning outcomes. The successful applicant will ideally have the skills and experience necessary to implement appropriate engagement and intervention programs for students requiring support. The role requires a highly organised person who can work as an effective team member and independently and involves appropriate data entry, report writing, participation in case conferences as well as management of student case notes. Applicants who are passionate, innovative and committed are encouraged to apply. Knowledge of the local community, support agencies and programs is highly desirable.
Responsibilities
1. Consult on the development of evidence-based interventions and programs
2. Willing to work collaboratively with staff members on the development of preventative programs
3. Undertake assessment and intervention in all areas of child and adolescent development, including:
- Assessment of mental health issues involving interview skills, and observation and information from other sources.
- Knowledge and understanding of mental health and developmental issues and their relationship to child and adolescent development.
- Comprehensive understanding of self-harm and risk assessments and appropriate responses.
4. Provide counselling for a range of mental health, emotional and family issues. This involves;
- Experience and competence with individual therapy, including a range of evidence-based neurodiverse-affirming therapies.
- Willingness to continue professional development to enhance counselling skills.
- Familiarity and experience with evidence-based group programs for mental health issues and resilience building.
- An understanding of when to appropriately refer to an external professional.
5. Developing links with external professionals and agencies and liaising with them, including DFFH.
6. Working and liaising with families.
7. Provide wellbeing input into the strategic development of the school.
8. Recognize trends emerging in the school community and contribute to coordinated proactive initiatives.
9. Collaborate with leading staff of the school in policy writing, strategic outcomes of the school.
10. Have a sound understanding of the strategic direction of the school and assist in its development.
11. Provide information to staff and parents.
12. Provide appropriate information for teaching staff.
13. Provide appropriate information to parents.
14. Consult with relevant staff regarding management of individuals, groups or events.
15. Become aware of trends occurring across year groups, staff and parents and plan intervention accordingly.
16. Collect, collate and maintain student information and records to meet legislative and school requirements to inform policy development, such as;
- Keeping and maintenance of individual records, files and notes
- Collection, collation and maintenance of practice related data, caseload, trends, presenting issues
17. Maintaining an awareness of school community issues and events, which may affect the school, and work with staff to manage such.
18. Informing relevant staff current referral issues and suggest strategies to manage these.
19. Respond to and assist the organization in their response to critical incidents and emergencies. This can require:
- Knowledge of current evidence on management of traumatic incidents.
- Participation in the development and review of school policies and plans for critical incident response.
- Assisting with school wide management of, and response to, critical incidents and emergencies.
20. Other duties as directed by the Principal and/or Leadership Team.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
21. All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
22. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
23. A probationary period may apply during the first year of employment and induction and support programs provided.
24. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Please ensure that your application includes:
25. A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
26. A section addressing the selection criteria and the requirements for application under the Who May Apply section
27. Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
28. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
29. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
30. A probationary period may apply during the first year of employment and induction and support programs provided.
31. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Berwick College began in 1977 as Berwick High School with an enrolment of 113 students, growing to an expected enrolment of 1750 in 2024. It has grown into a well-established and vibrant community where thousands of students, including second generations of families, have experienced their secondary education.
Berwick College is an embedded part of the local community, striving to prepare its students to thrive in a world which values interpersonal skills as much as academic excellence. Berwick College does not believe in a ‘one size fits all’ education and offers a positive, caring and safe learning environment in which all students can achieve success through its comprehensive and differentiated curriculum, and an extensive extra-curricular program.
Berwick College lives by its motto ‘I shall grow’ by actively promoting a culture that celebrates the achievement of excellence, that values and respects individual diversity and that encourages participation by all members of the community. Students at Berwick College are very conscious of the opportunities being offered to them and take pride in themselves and the College. Student voice is valued at the College, as is student welfare. Student achievements are formally recognized and celebrated in college publications, social media and at whole school assemblies, on the school’s website and at annual assemblies for success.
The College’s positive culture, high expectations and rigorous teaching and learning programs have consistently translated into excellent VCE results. These factors have maximised tertiary educational opportunities with over 90% of our VCE students who have applied going on to study at university. In addition, VCE Vocational Major provides an applied learning pathway for students. Aside from a reputation for academic excellence, Berwick College also has well-regarded art, music, and sporting programs, as well as an impressive array of extra-curricular offerings. Our students regularly participate in community events and festivals, and represent the school at regional, state, and national level. The richness of the College programs allows students to flourish as they pursue their interests and goals.
Our Vision
Together we give every student the best learning and development experience, making our community a more prosperous place.
This is achieved through.
EXCELLENCE IN LEARNING RICH AND VARIED PATHWAYS
POSITIVE RELATIONSHIPS PERSONAL GROWTH
Values
At Berwick College we the values of Inquiry, Cooperation, Achievement, Resilience, Empathy.
Our students are placed in one of eight Learning Teams to build strong relationships with the home group and to personalise our processes. Each Learning Team has eight Home Groups led by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interest of our students is our guiding principle, and we work closely with our families to get the best possible outcomes.
Our curriculum programs are underpinned by Literacy, Numeracy and wellbeing. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills, underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs, including university enrichment courses and HeadStart, as part of a three-year pathway to success.
The College has three areas of excellence that enrich and extend the curriculum. These are:
32. Basketball and Dance Academies
33. High Achievers’ Program
34. Inclusion and Interventions
The College delivers intervention and extension classes in Literacy and Numeracy for students who require support. Additional supports include a range of performance and arts-based programs, bullying prevention, acceptance, emotional regulation and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.