Wellbeing Intervention Mentor – SEMH Secondary School
Location: Tower Hamlets
Salary: £120 per day
Hours: Monday – Friday, 8:30am – 4:30pm
Start Date: Immediate
Contract: Full-time
Are you a personable, patient and resilient individual who can build positive relationships with young people and remain calm when faced with challenging behaviour?
We are looking for a Wellbeing Intervention Mentor to join an all-boys SEMH secondary school in Tower Hamlets. This is a relationship-focused role where your main responsibility will be supporting young people to re-regulate their emotions and return to a place where they are ready to engage with learning.
This is not a role where you need to have all the answers. It is about being a consistent, calm and approachable adult who can recognise when a young person needs space, distraction or a change of environment and help them work through that moment.
About the Role
The students you will be supporting may become emotionally dysregulated during lessons and, at times, will need to leave the classroom to prevent situations from escalating.
You will provide 1:1 support during these periods, helping students regulate before supporting them to return to learning when they are ready.
Interventions could be as simple as:
- Taking a student for a walk around the school or outside.
- Having a calm conversation away from the classroom.
- Using distraction techniques to shift their focus.
- Getting involved in an activity or practical task.
- Spending time outside to give the student space to reset.
- Helping students identify and communicate how they are feeling.
- Using appropriate emotional regulation strategies.
- Supporting students to reflect on what has happened once they are calm.
- Encouraging a positive return to the classroom and learning.
The successful candidate will understand that behaviour is communication and will be able to look beyond the behaviour itself to understand what a young person may be trying to communicate.
What We're Looking For
This role would suit someone who is naturally personable, approachable and emotionally resilient.
You will need to be someone who can:
- Build genuine, positive relationships with teenage boys.
- Remain calm and composed when a student is angry, frustrated or dysregulated.
- Not take challenging behaviour personally.
- Avoid becoming emotionally reactive when faced with difficult behaviour.
- Use patience and humour appropriately to build trust.
- Think on your feet and adapt your approach depending on the individual student.
- Recognise when a young person needs space rather than confrontation.
- Communicate clearly and calmly.
- Set appropriate boundaries while maintaining positive relationships.
- Encourage students without being overly authoritative.
- Be consistent and reliable.
- Work effectively as part of a wider pastoral and teaching team.
Previous experience working within SEMH, PRU, alternative provision, behaviour support, youth work, mentoring or similar environments would be highly beneficial.
We would also consider candidates from backgrounds such as sports coaching, youth work, residential care, support work or other roles where they have developed strong relationship-building and de-escalation skills.
The Right Personality Is Essential
This role is particularly suited to someone who understands that building trust can take time.
You may have a student who initially refuses to engage, doesn't want to talk or directs their frustration towards you. The successful candidate will be able to remain patient, not react personally and continue to provide a calm, consistent presence.
You will need to be comfortable thinking creatively about how to help a young person reset — whether that means going for a walk, playing a game, doing an activity, having a conversation or simply giving them the time and space they need.
The aim is always to help the student re-regulate, rebuild their sense of control and ultimately return to learning.
Key Requirements
- Experience working with young people is desirable.
- Experience within SEMH, behaviour, PRU or alternative provision is advantageous.
- Strong interpersonal and communication skills.
- High levels of emotional resilience.
- A calm and patient approach.
- Ability to maintain professional boundaries.
- Ability to remain composed when faced with challenging behaviour.
- A genuine interest in supporting young people's emotional wellbeing.
- Reliable and consistent approach to work.
- Enhanced DBS on the Update Service, or willingness to obtain one.
Why This Role?
This is an opportunity to make a genuine difference to young people who can find mainstream education challenging.
Rather than simply managing behaviour, you will play an important role in helping students understand and manage their emotions, develop positive relationships and successfully return to learning following periods of dysregulation.
If you're someone who is calm, personable, resilient and able to see the young person behind the behaviour, we'd love to hear from you.
Immediate interviews available – apply today.