2026-2027 Mental Health and Wellness Specialist (multiple positions)

Position Type: Special Education/Specialist

Date Posted: 4/14/2026

Location: School Board Office

Reports To: Director of Special Education

Job Summary

The primary responsibility of the Student Mental Health and Wellness Specialist is to provide building‑level support and intervention for students in grades Pre‑K through 5 who are identified as exhibiting behavioral difficulties that impede their social/emotional development and academic success. Additional responsibilities include district‑wide coaching and staff training.

Essential Functions

• Support and assess behavioral programs for students in a therapeutic and behaviorally supported educational environment.
• Provide staff development and collaborate with teachers, paraprofessionals, and support staff to demonstrate best practices, therapeutic interventions, and strategies.
• Integrate techniques to enhance instruction for students with social, communication, behavioral, and learning challenges.
• Collaborate with staff to develop an understanding of various methods to improve student behavior.
• Assist with the development of behavioral assessments and behavioral intervention plans.
• Provide individual counseling or connect students requiring intensive support to community‑based counseling services.
• Plan and confer with classroom teachers and building administrators regarding behavioral, social, or personal problems affecting students.
• Assist staff with the development of crisis prevention and intervention plans.
• Support the crisis assessment team in determining threat levels and follow through with recommended interventions.
• Develop crisis plans for students in collaboration with community‑based resources.
• Attend and make recommendations for student support/intervention meetings (e.g., Child Find, support plan, School Based Team, IEP, 504 Plan meetings).
• Coordinate and conduct individual and group parent education sessions as needed.
• Develop and maintain home‑school relations in crisis situations.
• Monitor student data and adjust behavior support plans as needed.
• Assist with the development and maintenance of program evaluation procedures.
• Participate in case‑management and team problem‑solving with school and district staff, agency personnel, and other professionals on a regular basis.
• Demonstrate patience, respect, and a receptive attitude toward students of varied academic and behavioral needs.
• Utilize professional knowledge and skills to assure implementation and maintenance of intervention plans.
• Identify, document, make recommendations, and report data on student behavior based on trends and research.
• Receive training on approved de‑escalation techniques and physical intervention methods, and utilize those methods when necessary.
• Assume responsibility for professional growth by staying current with literature, research findings, and attending relevant professional development.
• Perform any other related duties as assigned by the Student Mental Health and Behavior Support Coordinator, Director of Special Education, Superintendent, or designee.

Knowledge, Skills, and Abilities

• Thorough knowledge of federal and state mandates, local procedures, and regulations relating to special education programs.
• Effective oral and written communication skills.
• Ability to relate effectively with persons from diverse social and economic backgrounds.
• Proficiency with personal computers, related software packages, hardware, and peripheral equipment.
• Ability to collaborate effectively with school personnel, parents, and community agencies.
• Ability to establish and maintain effective working relationships with associates, students, and parents.
• Willingness and ability to travel frequently to and from schools/agencies within and outside the division.

Qualifications, Education, and Experience

• Minimum of a Master’s Degree in Psychology, Social Work, Counseling, or a related field.
• Licensed mental health professional – Licensed Professional Counselor or Licensed Clinical Social Worker required.
• At least three years of successful experience working with students who have challenging behaviors in a therapeutic or school setting.
• Basic knowledge of child psychopathology.
• Knowledge of Social and Emotional Learning and Multi‑Tiered Systems of Support.
• Familiarity with current trends and methodologies used to address the needs of children with behavioral challenges.
• Understanding of Trauma‑Informed Practices in schools.
• Ability to recommend evidence‑based practices as needed.
• Extensive experience in analyzing and assessing behavior, and in developing, planning, and implementing behavioral interventions.
• Skills in evaluation, development, and implementation of positive behavior intervention plans; knowledge of best practices across the full continuum of placement options for students with behavioral challenges.
• Knowledge of child protective laws related to mandated reporting.
• Experience with data tracking, collection, record management, and reporting methods; understanding of differentiated instruction.
• Expertise in developing and delivering staff development activities for individual schools or programs.

Physical Requirements

• Ability to communicate clearly and concisely both orally and in writing.
• Frequent exertion of up to 10 pounds of force; occasional exertion of up to 25 pounds.
• Regular speaking, hearing, and use of hands for finger, handle, or feel tasks.
• Frequent sitting and repetitive motions; occasional standing, walking, stooping, kneeling, crouching, crawling, reaching with hands and arms, and lifting.
• Standard vision requirements.
• Vocal communication required for expressing ideas and detailed instructions loudly or quickly.
• Hearing required to perceive normal spoken word levels and detailed information.
• Preparation and analysis of written or computer data, visual inspection of small defects/parts, operation of motor vehicles or equipment, and observation of surroundings.
• Occasional exposure to outdoor weather conditions and blood‑borne pathogens; may require specialized personal protective equipment.
• Work generally performed in a moderately noisy environment (e.g., business office, light traffic).

Evaluation

Performance of this position will be evaluated in accordance with the provisions of the Petersburg City Public School Board's policy manual.