Provide targeted, strategic help for pupils who exhibit challenging behaviour
Some children struggle with social and emotional problems that can manifest in difficulties controlling their behaviour. A Behaviour Mentor works with pupils to develop better norms of behaviour. This work takes various forms from school to school:
Assisting with identifying pupils in need of support
Conducting one-to-one mentoring sessions with identified pupils
Develop strategies for pupils to better manage their behaviour
Drawing up action plans for learners
Liaising with SENCos
Keeping track of pupil progress and monitoring behaviour
Organising lunchtime activities for pupils who display challenging behaviour during breaks
Supporting liaisons with families
Above all, a Behaviour Mentor needs to serve as a role model for the pupils they work with, exhibiting impeccable conduct that pupils will feel motivated to live up to.
You don’t need a university degree to become a Behaviour Mentor. Schools will typically only require four or more passing grades at GCSE, and to pass an enhanced DBS check.
The most important qualifications are excellent listening skills, patient, trustworthiness, empathy and strong communication.
A range of courses and diplomas in Behaviour Support Training exist, which may help your application.
The two terms can often be used interchangeably, and there is a large overlap between the two roles.
A Learning Mentor may have a wider remit than a Behaviour Mentor, with more of a focus on assisting academic performance.
A Behaviour Mentor’s role is primarily to build and implement strategies for pupils to improve their behaviour.
Behaviour Mentors can be found in all types of schools, from mainstream Primary and Secondary schools to Special schools and Alternative Provision settings.
There is a clear pathway for development in this role, starting as a Mentor then moving on to a Lead Mentor role and then a Mentor Coordinator.
The experience you gain working with young people in this role could serve as an ideal foundation for developing specialisms in helping disadvantaged pupils through counselling, speech and language therapy or even entering formal Initial Teacher Training.