SEMH Behaviour Mentor - Student Support & Wellbeing

Milk Education; Blyth; On-site; GBP 20,000 - 25,000; Full time

Job summary

Milk Education is seeking a dedicated Behaviour Mentor to join our Alternative Provision in Blyth. You will support students with SEMH needs, building positive relationships and delivering targeted interventions to improve behaviour and engagement.

Working closely with teachers, families and external agencies, you will implement trauma‑informed and restorative approaches, tracking progress and contributing to safeguarding throughout the school day.

Qualifications

• Experience working with children or young people with SEMH or behavioural needs.
• Understanding trauma‑informed practice and restorative approaches is essential.
• Calm, patient and professional in challenging situations.
• Ability to build trusting relationships and work with diverse teams.

Responsibilities

• Build positive relationships with students and support their learning.
• Help students regulate emotions using trauma‑informed approaches.
• Deliver targeted interventions to improve behaviour, attendance, and engagement.
• Support lessons to maximise learning and minimize disruption.
• Respond to challenging behaviour in line with school policies.
• Contribute to behaviour support plans and risk assessments.
• Collaborate with teachers, safeguarding staff, families and external professionals.
• Maintain high expectations in a nurturing environment.
• Record and monitor student progress and behaviour.

Skills

SEMH

Trauma‑informed

Restorative approaches

Positive behaviour support

Safeguarding

Communication

Teamwork

Education

GCSE English & Maths (Grade C/4 or above)

Job description

Milk Education is seeking a dedicated Behaviour Mentor to join our Alternative Provision in Blyth. You will support students with SEMH needs, building positive relationships and delivering targeted interventions to improve behaviour and engagement.

Working closely with teachers, families and external agencies, you will implement trauma‑informed and restorative approaches, tracking progress and contributing to safeguarding throughout the school day.