Mental Health Practitioner

Government schools; Melbourne; On-site; AUD 85,000 - 110,000; Full time

Job summary

Wayart School in Melbourne's south-east seeks a Mental Health Practitioner to join the government school network. The role focuses on delivering evidence-informed mental health prevention and early intervention services for students, and building school capability to support wellbeing and learning.

You will collaborate with families, external health professionals and school staff, provide short-term counselling, and help coordinate supports for students with complex needs while ensuring privacy

Qualifications

• Implement small group and whole-school mental health prevention activities
• Develop and evaluate wellbeing prevention strategies
• Assess wellbeing issues and provide counselling
• Coordinate supports for complex needs
• Strong communication and liaison with diverse stakeholders
• Privacy legislation knowledge and compliance

Responsibilities

• Enhance mental health prevention and promotion activities in the school
• Provide early intervention services including short-term counselling
• Coordinate supports for students with complex needs with external services
• Deliver professional learning to staff and school wellbeing teams
• Liaise with families and other professionals to manage risk and support wellbeing

Skills

Wellbeing assessment

Counselling support

Coordination of supports

Strong communication

Privacy knowledge

Education

AHPRA registration

Postgraduate mental health qualification

Counselling association qualification

Job description

Occupation: Health and allied health

Location: Melbourne - Southern suburbs

Reference: 1550402

Selection Criteria

• Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school’s student population.
• Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.
• Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
• Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
• Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
• Clear understanding of legislative requirements regarding privacy of health information.

Role

The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.

Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:

• Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities
• Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns; and
• Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers and other health professionals to engage further support as required.
• Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
• Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
• Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
• Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
• Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
• Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
• Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.

Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).

Who May Apply

Required

• Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
  • For Psychologists, applicants must hold full registration with AHPRA
  • For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
  • For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
  • For Occupational Therapists applicants must hold full registration with AHPRA
  • For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member (Level 2, 3 or 4) of the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
• Demonstrated direct counselling experience
• Evidence of registration with AHPRA, AASW (where applicable), or with ACA or PACFA (where applicable), and a copy of a testamur, certificate or transcript as evidence of appropriate qualification.
• A current Working With Children Check.
• For Psychology applicants, specialisation in educational and/or developmental psychology.
• For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
• For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
• For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
• For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).

Diversity and Inclusion

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 [e-mail]

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.

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:

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.

Please ensure that your application includes:

• Aresume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• Asection addressing the selection criteria and the requirements for application under the Who May Applysection
• 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.

Location Profile

Wayart School is currently being built and will open from Day 1, Term 1, 2027. Wayart is a Boonwurrung word meaning young eucalyptus tree. It is pronounced "WHY-art".

Located on Pioneer Way in Officer, the school has been designed to meet increasing enrolment demand within Melbourne's growing south-east corridor and will provide educational programs for students with mild to profound intellectual disability. When fully operational, the school will cater for up to 144 students.

The school has been purpose-built to provide a safe, inclusive and engaging learning environment that supports communication, regulation, independence and meaningful participation for every student.

When the school opens in Term 1, 2027, facilities will include:

Two learning neighbourhoods

Administration and library building

A multi‑purpose building including specialist spaces for music, drama, food technology and fitness, as well as a canteen

Outdoor hard courts and car parking

Junior and senior playgrounds

An adventure playground

Productive garden and active green space

Wayart School is being established with a strong focus on evidence-informed practice, inclusive education and collaborative teamwork. Staff will work together to create structured, engaging and supportive learning environments that promote positive outcomes in learning and wellbeing.

Guided by our motto, "Belonging first. Connection always. Growth for all.", we are committed to creating a school culture where every student, staff member and family feels welcomed, valued and supported to thrive.

Vision

We deliver high-quality teaching within an inclusive and predictable learning environment, supporting every student through tailored adjustments to achieve meaningful progress in learning and wellbeing.

Mission

We provide a structured, responsive learning program tailored to each student's strengths, needs and goals. Through collaborative practice, evidence-informed teaching and targeted supports, we ensure every student can access learning, participate meaningfully and make ongoing progress in their education.

Values

Belong - Everyone feels safe, included and valued.

Connect - Strong relationships guide learning and wellbeing.

Grow - Learning and progress for all.

"Belonging first. Connection always. Growth for all."

Our Commitment

At Wayart School, we are committed to:

Delivering evidence-informed, trauma-informed and differentiated teaching for students with intellectual disability and complex learning needs.

Using explicit teaching, ongoing assessment and allied health collaboration to support communication, access and student growth.

Embedding the Victorian Curriculum, Berry Street Education Model and SWPBS within a cohesive approach to learning and wellbeing.

Creating structured and supportive learning environments that promote regulation and readiness to learn.

Maintaining a culture of unconditional positive regard where every student feels valued, included and supported to thrive.

Building strong partnerships with families, carers and external professionals to support student success.

We are seeking passionate and collaborative staff who are excited by the opportunity to help establish Wayart School from its very first day. Successful applicants will play an active role in building a positive and inclusive school culture grounded in high expectations, strong relationships and continuous growth for students, staff and families alike.

Applications close Sunday 8 November 2026 at 11.59pm