Restorative Care Officer (School)

V-SWIFT PTE. LTD.; Singapore; On-site; SGD 36,000 - 66,000; Full time

Job summary

V-SWIFT PTE. LTD. is seeking a dedicated practitioner to support the school's Student Development Team in student engagement, restorative practices, intervention work and parent engagement for primary school students.

You will lead targeted interventions, build positive relationships, facilitate restorative activities, document outcomes and collaborate with teachers and parents to promote social‑emotional wellbeing and a safe, inclusive school environment.

Qualifications

• Qualifications in Social Work, Psychology, Counselling, Child Development, Youth Work, or related disciplines.
• Be a Certified Practitioner in Restorative Practice / Building Relational Capacity, accredited under the Singapore Workforce Skills Qualifications framework.
• At least 1 year of relevant experience in a mainstream primary school.

Responsibilities

• Provide targeted intervention, mentoring and support for identified students through regular engagement with the Student Development Team.
• Build positive relationships to support social-emotional well-being, resilience, and responsible behaviour.
• Plan and conduct restorative practices, including circles and conversations, to strengthen relationships and belonging.
• Maintain documentation of student engagement, actions and outcomes with confidentiality.

Skills

Interpersonal skills

Communication

Empathy

Restorative practices

Education

Social Work, Psychology, Counselling, Child Development, Youth Work or related disciplines

Certified Practitioner in Restorative Practice / Building Relational Capacity

Job description

The Services required are set out as follows:

Scope of Services

The appointed Personnel is to support and work well with the school’s Student Development Team in matters relating to student engagement, restorative practices, intervention work and parent engagement for primary school students.

Non-exhaustively, the Services expected would include the following:

A. Student Intervention and Regulation Support

• 1. Provide targeted intervention, mentoring and support for identified students through regular engagement, monitoring and collaboration with the Student Development Team, teachers and relevant stakeholders.
• 2. Build positive and trusting relationships with identified students to support their social-emotional well-being, resilience, character development and positive school experience.
• 3. Develop students' social-emotional competencies, including self-awareness, emotional regulation, empathy, relationship skills and responsible decision‑making.
• Equip students with practical strategies to strengthen self‑regulation, conflict resolution, communication skills, positive peer interactions and responsible behaviour.

B. Restorative Practices and Community Building

• 4. Plan, facilitate and support restorative practices that strengthen relationships, promote student voice, agency and belonging, and repair harm where appropriate.
• 5. Conduct restorative practices among students and relevant personnel, including but not limited to:
  • Community‑building circles
  • Listening and storytelling circles
  • Restorative conversations and coaching
  • Peacemaking circles
  • Experiential and collaborative learning activities
  • Values lessons for selected classes
• 6. Support restorative sessions for students experiencing interpersonal conflicts or relationship challenges, in consultation with the Student Development Team.
• 7. Build connections and strengthen partnerships between students, parents and teachers through restorative engagement approaches.
• 8. Maintain proper documentation of student engagement, intervention, follow‑up actions, progress monitoring and programme outcomes, while ensuring confidentiality of student- related information.

C. Professional Conduct and Other Duties

• 1. Conduct oneself professionally in all interactions with students, parents and school personnel, and work closely with the Student Development Team in supporting students.
• 2. The personnel is expected to comply with the “Expectations of Instructor (Annex C)”.

Support any other duties, programmes or student management- related work assigned by the school’s management during the stipulated working hours

The Personnel should preferably have the following qualifications, skills and experience:

• Qualifications in Social Work, Psychology, Counselling, Child Development, Youth Work, or related disciplines.
• Be a Certified Practitioner in Restorative Practice / Building Relational Capacity, accredited under the Singapore Workforce Skills Qualifications framework.

The Personnel shall have at least 1 year of relevant experience working in a mainstream primary school, with direct experience supporting and working with primary school-aged students.