Emotional Wellbeing and Support Officer at Education Authority Northern Ireland

Glengormley, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

22 Sep, 26

Salary

0.0

Posted On

24 Jun, 26

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Trauma Informed Practice, Case Management, Crisis Intervention, Safeguarding, Restorative Practices, Emotional Literacy, Coaching, Counselling, Mentoring, Intervention Planning, Stakeholder Communication, Data Monitoring, Conflict Resolution, Child Protection, Inclusive Education, Staff Training

Industry

Education Administration Programs

Description

Emotional Wellbeing and Support Officer Contract: Full time Location: Integrated College Glengormley, Newtownabbey Reports to: Vice Principal (SEN) Purpose of Role: Work alongside the Vice Principal (SEN). Work with other relevant postholders to ensure all pupils fully access and benefit from curriculum, interventions and support programmes to improve their emotional health and wellbeing. Take professional responsibility for and lead emotional wellbeing interventions. In conjunction with the Vice Principal (Pastoral Care)/Senior Teacher in charge of Wellbeing and the Pastoral Team to develop and facilitate action plans for aspects of student emotional wellbeing and support in school. Support school staff by providing specialist knowledge and integrity in decision making that is required for effective pupil support. Specific duties/responsibilities · Contribute to school improvement through the delivery of evidence-based group and individual interventions in line with school development priorities and the EHWB Framework. · To improve the emotional wellbeing of all year groups through the delivery of evidence-based programmes of intervention to identified pupils within groups or as individuals. · Identify, in partnership with the Pastoral Team, pupils who would benefit from support, by conducting assessment and develop intervention plans. Demonstrate an in-depth understanding of their social, emotional and safeguarding needs and priorities and develop appropriate strategies to meet them. · Intervene with personal issues that are affecting pupils’ performance at school and advise senior and middle leaders on appropriate action. · Monitor the development and success of interventions, including the provision of data, to show evidence of impact and progress, in line with the whole school reporting protocols. · Implement strategies and support for pupils to enable them to positively regulate emotions, build self-esteem, confidence and resilience. · Contribute to the co-ordination of support for pupils in lessons who are experiencing difficulties. · Support pupils with integration issues within their wider social environment. · Engage in restorative practices to resolve conflicts and promote positive peer relationships. · Promote resilience, emotional literacy, and positive social interaction among students. · Contribute to the development of best practice across the school in all areas of pastoral care. · Provide regular and systematic feedback to pupils, staff, and parents/carers (where appropriate), on targets and progress made towards them. · Flexibly meet the needs of targeted pupils, amending practice to facilitate positive outcomes and progress by placing the child at the centre of the provision. · In line with school protocols, develop effective relationships with parents of pupils requiring support, advising them on strategies to support their child’s emotional health and wellbeing where appropriate. · Support the Pastoral Vice Principal as required with providing feedback to members of staff and other professionals working with the pupil and assist in making further recommendations. · Deliver training and consultations for teachers and support staff on safeguarding, trauma-informed practice, and strategies for supporting vulnerable children. · Ensure compliance with NISCC standards, including registration, AYE, PiP and CPD requirements. External Agencies · To manage contact with other agencies, on behalf of the school and parents/carers and to liaise when required, including attendance and input at multi-agency meetings. (Attend Case Conferences, CLA Reviews, complete UNOCINI assessments, and referral to CAMHS, family support hubs and youth services (as required). · Network with other appropriate professionals e.g. social workers and CAMHS as advised by Pastoral Vice Principal. · Be responsible for positive and effective communication with school teams, external agencies and stakeholders. · Manage conflicting priorities and various workplace demands. · Be accountable for personal performance management, setting challenging objectives/targets in line with the school priorities. · Actively monitor provision to ensure efficiency and value for money, providing feedback to the Pastoral Vice Principal and Teacher in charge of Emotional Health and Wellbeing. · Advocate for families at meetings to ensure their voices are represented. · Provide guidance on accessing community resources, welfare benefits and mental health services. · Ensure high quality records are kept and information is shared appropriately in line with guidance, including the preparation of written reports when required. · Maintain accurate and up-to-date pupil information on school’s management information systems and own pupil filing records in line with school protocols. Other All service providers and staff are expected to: · uphold the duty to safeguard and promote the welfare of pupils; · maintain up-to-date role specific knowledge; · develop trusting and professional relationships with each other and with pupils in order for them to access support with the outcome of improving emotional wellbeing; · work flexibly to meet the needs of pupils; this may include evening work where appropriate; · facilitate open and clear lines of communication with all stakeholders; · contribute to the school’s development and implementation of policies designed to achieve the school’s priorities and targets; · ensure parents are well informed about the school and their child’s progress; · contribute to sustaining an inclusive environment and support the development of strategies to improve attendance. The job description is not necessarily a comprehensive definition of the post. It will be subject to modification or amendment, after consultation with the post holder. The post-holder should also avail of regular, professional supervision. Evaluated 25 February 2026 (AO grade) PERSON SPECIFICATION NOTES TO JOB APPLICANTS 1. You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant. 2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. 3. The stage in the process when the criteria will be measured is outlined in the table below. 4. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form. 5. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role. 6. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria. Section 1 - Essential Criteria The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted. It may be helpful to apply the STAR model when setting out relevant experience. Factor Essential Criteria Method of Assessment Qualifications/Professional Membership Recognised Health and Social Care qualification to at least Level 5 Diploma. Shortlisting by Application Form Experience Have a minimum of 5 years’ experience of working within a Health and Social Care setting. Have a minimum of 1 years' experience supporting young people’s (within a school setting aged 11-19) social, emotional and wellbeing needs and young people with a complex profile. Have a minimum of 1 years' experience supporting staff CPD (within a school setting) within the area of emotional health and wellbeing. Shortlisting by Application Form and Interview Knowledge Clear knowledge and understanding of trauma informed practices within a school setting. Skills/Abilities Proven ability to coordinate, plan, monitor and deliver evidence-based interventions and demonstrate/evaluate their impact. Evidence of an ability to motivate and engage young people to address difficulties they are experiencing at home/school that affect their ability/willingness to learn and encourage to participate in support programmes. Shortlisting by Application Form and Interview Other Hold a driving licence or have access to a suitable form of transport to facilitate the requirements of the job. Shortlisting by Application Form SECTION 2 - ESSENTIAL CRITERIA The following are additional essential criteria which will be measured during the interview/selection stage. Factor Essential Criteria Method of Assessment Experience and Knowledge Experience of planning, delivering and evaluating individual and group work. An understanding of mental health and emotional wellbeing issues including knowledge of academic, emotional and social issues which may affect young people. Knowledge of a range of evidence-based interventions used to deliver group and individual work to improve young An understanding of child protection and safeguarding policies and legislation. Knowledge of basic structure and organisation of inclusive education including knowledge of how young people learn An up-to-date understanding of the specialist support service available to young people Interview Skills / Abilities Good interpersonal skills and the ability to interact positively and develop good working relationships with pupils and staff. Ability to communicate effectively with pupils, parents and other school staff. Proven ability to coordinate, plan, monitor and deliver evidence-based interventions and demonstrate/evaluate their impact Ability to use initiative and have problem solving skills. Ability to ensure completion of tasks while working to a high level of accuracy, including working effectively under pressure, particularly when dealing with conflicting priorities. Good case management skills and the ability to prioritise and plan. Excellent team-working skills, as well as the ability to work creatively and independently. Coaching/counselling skills. Mentoring skills. Interview Core Behaviours Committed, resilient, robust, reliable and resourceful. A proven track record of building trust and evidence of integrity. Demonstrate fairness, honesty and integrity in his/her existing practice and conduct as a professional. Ability to understand and be committed to equal opportunities, promoting equality of provision for all members of the school community. Ability to work flexibly as and when required. Interview Values Orientation / Identification with School Ethos Evidence of how your experience and approach to work reflect the School’s Values/ethos. You will find information about our Values/ethos on the school's website Interview SECTION 3 - DESIRABLE CRITERIA Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted. Factor Desirable Criteria Method of Assessment Experience/ Knowledge Evidence of a proven commitment to personal and continued professional development. Experience of having worked with post-primary aged pupils in a school/educational environment. Experience of delivering Staff training or contributing to staff development. Shortlisting by Application Form Shortlisting by Application Form DISCLOSURE OF CRIMINAL BACKGROUND The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed at NI Direct or the Department of Justice. APPLICANT GUIDANCE NOTES To view the applicant guidance notes, please click here. To learn about the many great benefits of joining the Education Authority, click here. The Education Authority is an Equal Opportunities Employer

Responsibilities

Lead and deliver evidence-based emotional wellbeing interventions for pupils to improve their mental health and resilience. Coordinate with the pastoral team and external agencies to develop action plans and provide specialist support for vulnerable students.