Mental Health

RoleThe 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 developed and facilitated by the Faculty of Education at the University of Melbourne, supported by Murdoch Children's Research Institute.
ResponsibilitiesOperating 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 ApplyTeachers 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 CommitmentApplicants 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 StandardsVictorian 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:
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 Department HR Website.VIT LANTITETo 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 ProfileHazelwood North Primary School is located in the Latrobe Valley, nestled in farmland approximately 6 km from Morwell and 10 km from Traralgon with a current SFOE of 0.4083.
A large number of the children at the school come from the Hazelwood North area with other children coming from neighbouring towns.
Students are bused or driven by parents to school.
We have recently completed the process of upgrading our school administration building, student toilet block and reinstatement of our basketball court which has been fantastic.
This has improved the overall look of the school and has opened up the centre of it to be a hive of activity with students.
Our vision for the school is: At Hazelwood North Primary School we are a community of life-long learners who are inclusive, kind and curious.
We are problem solvers who work together with confidence to strive for growth and excellence.
Our values are: We are respectful; We are responsible; We are resilient. At HNPS we use the Science of Reading and Learning principles to ensure our students are receiving best practice teaching and learning opportunities.
In 2024 we offer specialist programs covering Visual Arts, daVinci (design and technology) and Physical Education.
Library is also offered across all year levels.
The school has an amazingly dedicated and enthusiastic Parents & Friends' Club who are the main fundraising body for the school and work hard to support us in buying equipment such as a new BBQ and gazebos, upgrading areas of our yard and supporting events such as our Grade 6 graduation.
We have a full and active School Council who supported the school throughout and its development.
Our school has an enrolment of 142 students with seven grades.
Classes in all areas received support from Educational Support staff working with students and across programs such as intervention, tutoring and Speech Therapy Assistance.
We have 9 EFT teaching staff that included a Leading Teacher - Student Wellbeing and Inclusion (0.6), Learning Specialist, a full-time Business Manager and Principal.
We have no Aboriginal or Torres Straight Islander staff at the school.
Our current Strategic Plan Goals are:
To improve learning growth for all students with an emphasis on high achievement.That all students are engaged in a safe and inclusive learning environment.To support all students to be active agents in their learning.To build school connectedness to the school and engagement with the wider school community. #J-18808-Ljbffr