Trauma-Informed Behaviour Mentor
Richmond upon Thames, South West London
£95 – £100 per day (PAYE only)
Full-time (term time only)
ASAP start
Opportunity to become permanent
As a Trauma-Informed Behaviour Mentor, you already know that behaviour is communication.
You know that underneath the defiance, shutdowns, swearing, walking out, or refusal to engage, there is usually anxiety, trauma, unmet need, or years of feeling misunderstood. This role is not about control. It is about connection, consistency, and being the calmest person in the room when things escalate.
I am working with a specialist secondary setting in the Richmond area that supports students in Key Stages 3 and 4 with EHCPs. The majority of pupils have Autism, ADHD and SEMH needs. Many have experienced disrupted education and need adults who are emotionally steady, clear with boundaries, and genuinely invested in their long-term progress.
This role is specifically supporting KS3 students (aged 11–14). These are bright young people who need structure, predictability and positive role models who will not give up on them.
The Role: Trauma-Informed Behaviour Mentor
You will:
- Support a small group of KS3 students within a class setting
- Provide 1:1 and small group intervention around emotional regulation
- Help students develop coping strategies and positive behaviour patterns
- Work closely with teachers, therapists and pastoral staff
- Model respectful, regulated and consistent adult behaviour
- Maintain clear boundaries without escalating situations
This is not a “stand at the back of the classroom” role. You will be actively involved, building trust daily, sometimes minute by minute.
The School
This is a therapeutic, trauma-informed environment. Staff are trained to understand attachment, regulation and co-regulation. There is structure, but there is also reflection. There is accountability, but no shaming.
Class sizes are small. Staff work collaboratively. Leadership is visible and supportive. Training is ongoing, not an afterthought.
That said, this is still SEMH. Some days will feel intense. Students may test you. You will need resilience, humour, and the ability to reset quickly. If you take behaviour personally, this will feel overwhelming. If you understand it, you will thrive.
Who This Role Is For
This role suits someone who has:
- Experience supporting young people with SEMH, Autism and/or ADHD
- Worked in education, youth work, sports coaching, care or mentoring
- Strong emotional regulation and physical presence
- Confidence in managing challenging behaviour without escalating it
- A genuine interest in long-term SEND or SEMH work
The students respond particularly well to strong, positive male role models, but the most important factor is emotional maturity and consistency.
If you are just looking for “any job in schools”, this is not the right setting. If you are serious about working in specialist education and developing real behaviour expertise, this is an excellent opportunity.
If this role interests you, please apply today or contact Heeji Moon at Parker Smith Inclusion.