EBSA and SEMH Pupil Support - Gainsborough

Justteachers Ltd; Gainsborough CP; On-site; GBP 24,000 - 30,000; Full time

Job summary

Justteachers Ltd. is seeking a dedicated EBSA & SEMH Support Worker in Gainsborough to join our client school on a full-time, permanent basis.

You will work closely with teaching and pastoral teams to provide tailored support to pupils facing emotional and behavioural challenges, helping them re-engage with learning. You will build trusting relationships, support emotional regulation, and use trauma-informed strategies to promote wellbeing, attendance, and positive learning behaviours throughout

Qualifications

• Experience supporting children or young people with SEMH needs, behavioural challenges, or emotional wellbeing concerns.
• Knowledge of EBSA, anxiety, and barriers to school attendance.
• Experience using restorative or trauma-informed approaches to behaviour support.

Responsibilities

• Provide one-to-one and small-group support for pupils with EBSA/SEMH needs and anxiety.
• Develop positive relationships with pupils to build trust and engagement.
• Support emotional regulation and coping strategies for students.
• Apply restorative and trauma-informed methods to improve behavior and wellbeing.
• Collaborate with teaching and pastoral staff on individual support and attendance plans.
• Encourage resilience, confidence, and independent learning in students.
• Support pupils during transitions, breaks, and high-anxiety periods.
• Monitor wellbeing, attendance, engagement, and progress, and contribute to support planning.

Skills

EBSA/SEMH support

Trauma-informed approaches

De-escalation skills

Communication

Job description

About the role:

A specialist education provision in Gainsborough is seeking a dedicated EBSA & SEMH Support Worker to join their team on a full-time, permanent basis, starting immediately. The school supports pupils who face barriers to education due to Emotionally Based School Avoidance (EBSA), Social, Emotional and Mental Health needs, anxiety, low self-esteem, and behavioural challenges.

This rewarding role focuses on helping young people re-engage with education, develop positive coping strategies, and build the confidence needed to succeed both academically and personally. Working alongside teaching and pastoral teams, you will play a key role in creating a safe, supportive environment where pupils feel understood, valued, and motivated to attend and participate in learning.

Key Responsibilities:

• Provide tailored one-to-one and small-group support for pupils experiencing EBSA, SEMH needs, anxiety, and emotional barriers to learning.
• Build positive, trusting relationships with pupils, acting as a consistent and supportive adult throughout the school day.
• Support pupils with emotional regulation, helping them develop strategies to manage anxiety, stress, frustration, and other emotional challenges.
• Use restorative, therapeutic, and trauma-informed approaches to support behaviour, wellbeing, and successful engagement in education.
• Work alongside teaching and pastoral staff to implement individual support, attendance, and behaviour plans.
• Encourage positive learning behaviours, resilience, confidence, and independence.
• Support pupils during transitions, breaktimes, intervention sessions, and periods of heightened anxiety or dysregulation.
• Monitor pupil wellbeing, attendance, engagement, and progress, providing feedback to staff and contributing to support planning.

Pre-requisites:

• Experience supporting children or young people with SEMH needs, behavioural challenges, mental health needs, or additional vulnerabilities.
• Understanding of EBSA, anxiety, emotional wellbeing, and the barriers that can impact school attendance and engagement.
• Knowledge of restorative, trauma-informed, or therapeutic approaches to behaviour support.
• Confidence building professional relationships with young people who may be disengaged from education or require additional emotional support.
• Strong communication, de-escalation, and relationship-building skills.
• Ability to remain calm, patient, and resilient when supporting pupils through challenging situations.
• Experience within education, youth work, care, residential settings, mentoring, support work, psychology, criminology, or health & social care would be advantageous.