Wellbeing and Inclusion Specialist (Youth/Social Worker/Counsellor) Bundoora Secondary College



Bundoora Secondary College is a year 7-12 College in a quiet residential area of Bundoora, a northern suburb of Melbourne.  We are an innovative, caring school and take great pride in knowing every member of our community (both staff and students) as individuals and as learners.

The school is set on a well-developed, picturesque site adjacent to Gresswell Forest. The spacious grounds include a variety of playing fields and as our school farm continues to develop, a range of animal paddocks, productive gardens and indigenous flora plots. Our school is accessible by foot, bike or car and is well serviced by our school buses and public transport. Our school enjoys a strong partnership with our neighbours including Melbourne Polytechnic, Latrobe University and RMIT Bundoora Campus as well as other universities further afield. BSC is a Child Safe school and expects all employees to be cognisant of the expectations upon them to contribute positively to our child safe environment.



  1.  A relevant qualification such as a degree Youth Work or Social Work and/or extensive experience to the position.
  2. Demonstrated skills and experience in the provision of support to young people with significant mental health issues including anxiety, Oppositional Defiant Disorder, Conduct disorder and behaviour associated with childhood trauma.
  3. Demonstrated ability to assess student need and to develop case plans and appropriate interventions for young people.
  4. Demonstrated ability to work collegiately with teachers and other professionals to improve the attendance of students and their engagement into the classroom.
  5. Demonstrated skills and experience in building and maintaining strong relationships with students, setting limits and assisting young people to meet behavioural expectations.
  6. Demonstrated ability to support students and deliver programs which are considerate of the learning needs and perspectives of students from culturally diverse backgrounds, including those of Aboriginal or Torres Strait Islander descent.



The Wellbeing and Inclusion Specialist will provide high quality advice and support to students and staff.  They will support and comply with DET and College procedures and policies in order to best support the wellbeing and inclusion of students and to build the capacity of staff.  They will provide individualised support to students to foster resilience, improve attendance and respond to identified behavioural, social, emotional and educational needs.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee’s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.



The Wellbeing and Inclusion Specialist duties may include:

Case Manage Students:

Student case management at Bundoora Secondary College is primarily a collaborative process intrinsic to the delivery of quality services designed to meet the needs of school students who have support requirements. Mindful of including the views of students, it is student focused and aims to develop, monitor, disseminate, and evaluate a plan of action to enable these students to function to the best of their ability.

Case Management at BSC has seven core aims:

  • To enable students to function to the best of their ability and circumstances within and beyond the school system despite having support needs
  • To contribute to engaging students in meaningful learning, this would include in classes supporting students (includes setting firm limits with students and following through with consequences)
  • To develop, monitor, disseminate, and evaluate a plan of action
  • To achieve a seamless service delivery through the coordination of and collaboration between external service providers
  • To actively involve and empower the student(s) and their parents/caregivers in decision-making processes
  • To assist teachers and school staff in their work with students who have support needs
  • Act as an advocate for students or ensuring that students have advocacy within the school or with outside agencies when needed.

Lead and develop programs:

  • Organise and help facilitate group programs to students based on the needs of the cohort at any given time.
  • Provide and run programs to promote, health education and support to students through relevant group programs
  • Lead and develop whole school and level specific Wellbeing/Inclusion programs to enhance general student wellbeing/inclusion e.g., R U OK day, Mental Health Week, etc.

Resource to College Leadership and Staff:

  • Assist in the development, implementation and review of student wellbeing/management policies
  • Network with external agencies and act as a College contact for external agencies.
  • Actively participate in professional development activities and programs and share knowledge and expertise with other staff.
  • Provide school level advice related to areas such as mental health, mandatory reporting, critical incidents, and suicide prevention
  • Ensure teachers are provided with appropriate information regarding students and their wellbeing and support teachers in the teaching and management of students at risk, and implementation of Special Provision for relevant students.
  • Liaise between the College and community agencies including facilitation of referrals to community agencies, psychologists and educational psychologists
  • Act as a resource for staff working with students at risk and assist with the provision of secondary consultation for staff working with students at risk
  • Provide support for Critical Incident management.
  • Provide a communication link between the school, its community, agencies and networks.



Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.



The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.



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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx



The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx



  • 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.
  • Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx



The Wellbeing and Inclusion Specialist is a full time ES1-3 position commencing 29 January 2024. 

Please submit application including CV and response to Selection Criteria via Recruitment Online at https://www.education.vic.gov.au/schooljobs – Job Opening ID 1365086.

For further information, applicants are encouraged to contact:

Travis Clark, Assistant Principal, Bundoora Secondary College.

Email:  [email protected].

Telephone:  03 9467 1511





Bundoora Secondary College

Job Salary

Full time