About this role
Job Scope The primary objective of this role is to provide targeted support, mentoring, and engagement for Students with Additional Needs (SwANs) through the school’s UPLIFT and student support programmes. The Youth Worker shall work closely with the HOD Student Management (SM), Year Heads (YHs), Assistant Year Heads (AYHs), School Counsellors, Form Teachers, and external programme providers to support the holistic development, school engagement, attendance, behaviour, and well-being of identified students. The Personnel shall support the Student Management (SM) Team in the planning, implementation, coordination, and monitoring of targeted after-school intervention and engagement programmes, such as BOOST-UP, RISE-UP, STEP-UP, Homework Support Club, and other school-based student support initiatives. Support and Engagement for SwANs • Build positive mentoring relationships with identified SwANs through regular engagement and check-ins. • Provide basic counselling, mentoring, guidance, and socio-emotional support to students facing attendance, behavioural, motivational, peer, or family-related challenges. • Conduct regular conversations and emotional check-ins with students to support their well-being and strengthen school connectedness. • Encourage and motivate students to attend school regularly and participate meaningfully in school and after-school programmes. • Supervise and engage students meaningfully in the school’s Care Hub after-school hours. • Support students in developing positive behaviour, self-management, emotional regulation, resilience, and communication skills. • Conduct individual or small-group engagement sessions to build students’confidence, self-worth, mindfulness, and social skills. Support for UPLIFT Programmes Support the planning, coordination, implementation, supervision, and monitoring of the school’s UPLIFT programmes, including but not limited to BOOST-UP, RISE-UP, and STEP-UP. This includes: • Monitoring students’ attendance and participation in the various UPLIFT programmes. • Following up with students who are absent from the programmes. • Conducting check-ins with students to understand their challenges and barriers to participation. • Working closely with programme vendors, teachers, and the SM Team to support students’ engagement and progress. • Supervising students before, during, and after programme sessions where required. • Supporting the implementation of engagement activities and structured routines during after-school programmes. School Attendance Monitoring and Follow-Up • Monitor the school attendance of identified SwANs and students-at-risk on a regular basis. • Conduct attendance follow-up conversations with students who display frequent absenteeism, lateness, school refusal tendencies, or irregular attendance patterns. • Work closely with Form Teachers, Year Heads, and the SM Team to identify underlying concerns affecting students’ attendance and engagement. • Engage parents and caregivers to encourage consistent school attendance and programme participation. • Conduct home visits together with school personnel where necessary for students with persistent attendance concerns or family-related issues. • Update the SM Team regularly on attendance concerns, student progress, and intervention outcomes. After-School Support • Supervise SwANs in after-school support sessions within the Care Hub. • Provide guidance and support to students in completing homework and school assignments. • Help students develop positive learning routines, homework habits, and time-management skills. • Create a conducive and supportive environment that promotes focused learning and positive student engagement. • Build rapport with students through meaningful conversations and engagement activities during after-school sessions. Monitoring, Documentation, and Reporting • Maintain proper records of student engagement, attendance, mentoring sessions, observations, and follow-up actions. • Monitor and track students’ attendance, participation, behavioural progress, and overall engagement in programmes. • Provide regular updates and feedback to the SM Team, Form Teachers, and relevant school personnel. • Submit termly reports summarising students’ progress, concerns observed, interventions carried out, and programme outcomes. Collaboration and Professional Conduct • Work collaboratively with school personnel, programme vendors, and relevant stakeholders to provide coordinated support for students. • Maintain professional conduct, confidentiality, and appropriate boundaries when handling student matters. • Attend meetings, case discussions, and briefings as required by the school. Carry out other duties related to the support and engagement of SwANs as assigned by the school. The overall objective of the Services is to strengthen the school’s tiered support framework by providing timely intervention, consistent mentoring, attendance monitoring, and meaningful engagement opportunities for Students with Additional Needs (SwANs). RequirementsMandatory Requirements The Personnel must possess at least two (2) years of direct experience working with at-risk primary school students, with demonstrated competency in engaging, mentoring, and building positive relationships with high-needs or vulnerable student populations. Such experience shall include: • Supporting students with behavioural, emotional, social, and/or learning needs through targeted interventions, mentoring, counselling support, or developmental programmes; and • Engaging students through a range of structured and meaningful activities across diverse learning domains such as sports, music, art, enrichment, or physical activities to support students’ holistic development and school engagement. Preferred Qualifications and Experience • Hold a degree from a recognised institution • Non-degree holders may be considered if they possess strong relevant experience, competency, and demonstrated ability in youth engagement and student support work. • Possess certification, training, or professional experience in areas such as counselling support, youth work, child development, mentoring, social-emotional learning, restorative practices, or behaviour management. • Hold certification in Early Childhood Education, Child or Adolescent Development, Psychology, Social Work, Counselling, Youth Work, or related disciplines. • Be an accredited mediator with a recognised mediation body (e.g. Singapore Mediation Centre, Singapore International Mediation Institute, or equivalent), or possess relevant experience in conflict management and restorative conversations with students. • Demonstrate experience in planning and facilitating workshops, engagement programmes, mentoring sessions, or developmental activities for children and youths, particularly in areas such as resilience, emotional regulation, communication skills, self-management, peer relationships, or growth mindset development. • Demonstrate strong interpersonal, communication, and engagement skills when working with students, parents, educators, and external stakeholders. • Demonstrate a high level of professionalism, cultural sensitivity, empathy, and understanding of the socio-emotional and environmental challenges faced by at-risk students and families. • Demonstrate the ability to work effectively and collaboratively with school teams, including Year Heads, Form Teachers, School Counsellors, Student Management Teams, programme vendors, and community partners. • Demonstrate competency in maintaining detailed, accurate, and timely records relating to student engagement, attendance tracking, mentoring sessions, behavioural observations, and programme outcomes. Contract duration: 1 July 2026 – 2 December 2026 Working Arrangement • Tuesday to Thursday, 11am to 5pm during 2 school terms (Term 3 and Term 4) • 6 hours per day (School Terms) • 3 hours per day (School Holidays) - 8am to 11am Location: Jurong West Salary: $25 to $30 per hour EA License No.: 96C4864 Reg. No.: R26161270 JOEY TAY YI TING
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