Introduction

The River Nile School (RNS) is an independent senior-secondary school delivering Applied Learning curriculum to re-engage refugee school-aged women who may have had disrupted schooling, are newly arrived in Australia or find a flexible learning environment most suitable to their learning. All students who attend RNS have English as an Additional Language (EAL), so developing student levels of language, literacy and numeracy (LLN) is a central focus of our teachers. RNS offers students the VCE Vocational Major (VM) and the Victorian Pathways Certificate (VPC) with an integrated program with projects negotiated with and developed by students. It provides a high-challenge, high-support learning environment with a strengths-based approach.

RNS offers small class sizes, and teachers work collaboratively to achieve the best possible outcomes for each student with personalised learning, wellbeing and support programs. RNS adopts a holistic model for supporting the unique educational needs of each student, so developing solid student-teacher relationships is essential. Our students come from backgrounds where they may have experienced significant trauma, so we adopt a trauma-informed (healing) approach to our teaching.

Based in North Melbourne, 2024 is our eighth year as a school. RNS grew out of the River Nile Learning Centre (RNLC), established in 2006 to assist the African refugee community. We’ve grown substantially since then, and our student cohort comprises young women from many regions. As a growing school filling a unique gap in the education sector, we are striving to build strong foundations to empower young migrant women to gain the language, life and work skills to thrive.

RNS has ~100 students and a 30-person team, including 12+ registered teachers and 10 allied professionals with social/youth work, multicultural engagement and refugee health expertise. Our team brings different and overlapping strengths, skills and experiences to enable us to respond holistically to students’ educational needs in a respectful and productive learning environment.
For further information, view: http://www.rivernileschool.vic.edu.au

Position Description

Responsible for supporting student’s holistic wellbeing by providing practical support, emotional regulation strategies, and proactive interventions that foster a safe, inclusive school environment. This role will collaborate closely with the school psychologist, wellbeing coordinator and other student support teams to ensure coordinated care. The practitioner will address issues related to student engagement, social and emotional wellbeing, and complex challenges that may impact a student’s ability to succeed at school, with a strong focus on trauma-informed and culturally safe practices.

Responsibilities

Student Wellbeing and Complex Mental Health Support:

• Collaborate with the school psychologist to provide holistic wellbeing support for students, ensuring that mental health, emotional, and social needs are addressed.
• Support the development and implementation of wellbeing plans for students, complementing the therapeutic interventions provided by the psychologist.
• Develop Keeping Safe (safety plans) plans for students in crisis situations, ensuring that appropriate protocols are followed to maintain the safety of the school community.
• Work with students to implement emotional regulation strategies, offering individual or group-based interventions and classroom engagement strategies when necessary.
• Empower students to develop the skills needed to navigate these challenges independently, empowering them to become self-reliant and resourceful.

Crisis Management and Safety:

• Manage student crises using school protocols and by collaborating with relevant staff, including the psychologist and wellbeing coordinator, to respond to incidents swiftly and effectively.
• Proactively identify students at risk of disengagement, social isolation, or mental health challenges, and provide early intervention to address their needs.

Collaboration and Multidisciplinary Teamwork:

• Maintain close communication with the wellbeing coordinator, school psychologist and other members of the student support team to ensure coordinated care for students.
• Participate in multidisciplinary meetings, including student review meetings, to review student progress and adjust safety plans accordingly.
• Serve as a liaison between students, their families, and external agencies (e.g., housing services, mental health support), guiding students through the referral process.

Student Engagement:

• Develop strategies to proactively address student engagement challenges by identifying underlying issues and collaborating with students and relevant staff to resolve them.
• Conduct home visits or personalised check-ins to engage with students who are at risk of disengagement or facing social or emotional challenges, providing tailored support.
• Organise and facilitate group sessions and workshops to promote student engagement, leadership skills, and peer support.
• Work with families and caregivers to ensure they are involved in supporting students, particularly those with emotional or social challenges.
• Facilitate family meetings when needed to develop shared strategies for supporting student wellbeing.

Program Coordination and School Contributions:

• Plan and coordinate enriching programs and activities that support student wellbeing, fostering a sense of belonging and community.
• Actively contribute to the development and delivery of curriculum through class projects or whole school events that support applied learning and wellbeing education.
• Participate in extracurricular activities, excursions, and overnight camps that provide additional opportunities for student development and engagement.
• Utilise creativity and enthusiasm to make learning enjoyable and motivating for students.

Professional Development and Capacity Building:

• Collaborate with staff to implement preventative measures and interventions, addressing issues before they escalate, mental health presentations, trauma-informed strategies in the classroom, and how to improve student wellbeing.
• Establish and maintain safe spaces for students and staff, ensuring they feel supported, valued, and included within the school community.
• Engage in ongoing training on trauma-informed care, cultural competence, and youth development best practices.

Cultural and Trauma Informed Practices:

• Demonstrate cultural humility and ensure that students are provided with culturally safe care.
• Maintain a trauma informed approach in all aspects of the role, ensuring that students who have experienced trauma feel supported, valued and understood.

Child Protection and School wide Safety Measures:

• Compliance with all school policies, procedures and codes of conduct, especially for staff and child safety.
• Perform other duties and responsibilities, as directed by Executive Leadership Team

Key Selection Criteria

Education and Experience:

• A degree in Social Work, Youth Work, or a related field with experience in student wellbeing, youth services, or social-emotional development.
• Proven experience in managing complex mental health challenges and crisis situations, including specialised training or further education in crisis intervention and support.
• Experience working with young people, particularly in education or community settings, and supporting students facing complex social and emotional challenges.
• Proven ability to coordinate support services and work within a multidisciplinary team.

Skills and Competencies:

• Strong interpersonal and communication skills, with the ability to build trusting relationships with students and staff.
• Proficiency in trauma-informed approaches and ability to implement culturally safe practices.
• Ability to manage complex situations, including crises, with a trauma informed approach.
• Demonstrated skills in case management, proactive engagement strategies, and record-keeping.

Personal Attributes:

• Compassionate, empathetic, and resilient, with the ability to manage the emotional demands of the role.
• Strong organisational and time management skills, with the capacity to juggle multiple tasks and priorities.
• A team player, able to work collaboratively across teams while also taking initiative in independent tasks.

Cultural Competence and Reflective Practice:

• Commitment to continuous learning and reflective practice, particularly in areas of cultural competence and working with trauma-affected youth.
• A strong understanding of the challenges facing students from diverse backgrounds and the ability to adapt practices to meet their unique needs.

Other Requirements

Working with Children Check and Police Check (or equivalent) are mandatory.

Application Instructions

Please send a current Resume, Cover Letter and a response to the Key Selection Criteria.