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

Reports to: Director of Special Education

About the Role

The Student Mental Health and Wellness Specialist provides building-level support and intervention for students in grades Pre-K through 5 who exhibit behavioral difficulties impacting their social/emotional development and academic success. This role also includes district-wide coaching and staff training.

Responsibilities

• Supports and assesses behavioral programs for students in therapeutic and behaviorally supported educational environments.
• Provides staff development and collaborates with teachers, paraprofessionals, and support staff to demonstrate best practices, therapeutic interventions, and strategies.
• Integrates techniques to enhance instruction for students with social, communication, behavioral, and learning challenges.
• Collaborates with staff to develop an understanding of methods to improve student behavior.
• Assists with the development of behavioral assessments and behavioral intervention plans.
• Provides individual counseling or connects students requiring intensive support to community-based counseling services.
• Plans and confers with classroom teachers and building administrators regarding behavioral, social, or personal issues affecting students.
• Assists staff with the development of crisis prevention and intervention plans.
• Supports the crisis assessment team to determine threat levels and follow through with recommended interventions.
• Assists in developing crisis plans for students in collaboration with community-based resources.
• Attends and makes recommendations for student support/intervention meetings (e.g., Child Find, support plan meetings, School-Based Team, IEP, 504 Plan meetings).
• Coordinates and conducts individual and group parent education sessions as needed.
• Assists in developing and maintaining home-school relations during crisis situations.
• Monitors student data and adjusts behavior support plans as needed.
• Assists with the development and maintenance of program evaluation procedures.
• Provides case management and team problem-solving with school/district staff, agency personnel, and other professionals.
• Demonstrates patience, respect, and a receptive attitude toward students of varied academic and behavioral needs.
• Utilizes professional knowledge to ensure implementation and maintenance of intervention plans.
• Identifies, documents, and reports student behavior trends based on data and research.
• Receives training on approved de-escalation techniques and physical intervention methods, using them when necessary.
• Stays current with literature and new research findings through professional development.
• Performs other related duties as assigned by the Student Mental Health and Behavior Support Coordinator, Director of Special Education, Superintendent, or Designee.

Requirements

• Master’s Degree in Psychology, Social Work, Counseling, or a related field.
• Licensed mental health professional (Licensed Professional Counselor or Licensed Clinical Social Worker).
• Minimum of three years of experience working with students who have challenging behaviors in a therapeutic or school setting.
• Knowledge of child psychopathology, Social and Emotional Learning (SEL), and Multi-Tiered Systems of Support (MTSS).
• Knowledge of current trends and methodologies for addressing behavioral challenges in children.
• Knowledge of Trauma-Informed Practices in schools.
• Ability to recommend evidence-based practices.
• Experience in analyzing and assessing behavior, developing, and implementing behavioral interventions.
• Skills in evaluation, development, and implementation of positive behavior intervention plans.
• Knowledge of best practices for students with behavioral challenges across placement options.
• Knowledge of child protective laws as a mandated reporter.
• Knowledge of data tracking, record management, reporting methods, and differentiated instruction.
• Expertise in developing and providing staff development activities.

Skills and Abilities

• Thorough knowledge of federal and state mandates and local procedures related to special education programs.
• Ability to communicate effectively both orally and in writing.
• Ability to relate to individuals from diverse social and economic backgrounds.
• Proficiency in using personal computers, software, 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.
• Ability to travel frequently to schools and agencies within and outside the division.

Physical Requirements

• Frequent exertion of up to 10 pounds of force; occasional exertion of up to 25 pounds.
• Regularly requires speaking, hearing, and using hands to finger, handle, or feel.
• Frequently requires sitting and repetitive motions; occasionally requires standing, walking, stooping, kneeling, crouching, crawling, and reaching.
• Standard vision requirements for visual inspection of small defects or parts.
• Vocal communication required for exchanging ideas and conveying instructions.
• Hearing required to perceive information at normal spoken word levels.
• Work involves preparing and analyzing written or computer data, visual inspection, operating vehicles/equipment, and observing surroundings.
• Occasional exposure to outdoor weather conditions, blood-borne pathogens, and bodily fluids; may require personal protective equipment.
• Work environment is generally moderately noisy (e.g., business office, light traffic).