Mental Health in Primary Schools initiative

Policy

This policy provides guidance on how schools plan for and implement the Mental Health in Primary Schools (MHiPS) initiative to support student mental health and wellbeing.

Summary

• The MHiPS initiative aims to build the capability of the whole school to improve student mental health and wellbeing outcomes.
• Under MHiPS, every eligible government and low-fee non-government primary school receives funding to employ a Mental Health and Wellbeing Leader (MHWL) and must employ an MHWL with this funding.
• MHWLs are qualified teachers registered with the Victorian Institute of Teaching (VIT), who work across the school to implement a whole-school approach to student mental health and wellbeing.
• Once recruited, schools are required to register their MHWL for training with the University of Melbourne.

Details

The statewide Mental Health in Primary Schools (MHiPS) initiative provides eligible government and low-fee non-government primary schools with funding to employ a Mental Health and Wellbeing Leader (MHWL).

The MHWL is a Victorian Institute of Teaching registered teacher, who works across the school to lead a whole-school approach to mental health and wellbeing for students. They do this by:

• building the capacity of school staff, in particular classroom teachers, to identify and support students with mental health concerns in the classroom
• supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further mental health assessment and support
• coordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers and external organisations
• advocating for student voice and agency in their wellbeing and mental health needs.

The MHWL role focuses on mental health and wellbeing promotion, prevention and early intervention, rather than the implementation of clinical or allied health approaches.

MHWLs participate in a comprehensive training program developed and facilitated by the Faculty of Education at the University of Melbourne. Continued professional development is provided through MHiPS Learning Communities.

Further information regarding the MHWL role and training program can be found on the Guidance tab.

MHiPS funding

Each government school campus’ allocation varies between 0.5 Full Time Equivalent (FTE) to 1.0 FTE, based on primary enrolments:

• 1 to 299 enrolments – 0.5 FTE
• 300 to 599 enrolments – 0.6 FTE
• 600 to 749 enrolments – 0.7 FTE
• 750 to 849 enrolments – 0.8 FTE
• 850 to 949 enrolments – 0.9 FTE
• 950+ enrolments – 1.0 FTE.

All schools should recruit 1 MHWL per school campus, however, may consider recruiting 2 MHWLs if a job-share arrangement is needed. Schools may recruit more than 2 MHWLs by exception and after consultation with key regional and central department staff. Refer to: Regional mental health branch support.

Schools with multiple campuses receive funding per campus, based on primary enrolments. These schools may choose to combine the FTE of multiple campuses and employ an MHWL to work across the campuses or employ MHWLs at each of their funded campuses.

Schools receive annual funding based on the Classroom Teacher Range 2 salary mid-point. This allocation does not determine an individual’s actual salary.

Funding is provided under ‘Targeted Initiatives’ in the Student Resource Package (SRP) (Reference 130). The specific funding allocation schools receive each year may change based on the enrolment-based calculation at each SRP cycle (Indicative, Confirmed and Revised).

Schools that are in deficit are still required to implement MHiPS as it is a ‘Targeted Initiative’ with a specific funding allocation in the SRP.

Government schools are required to acquit MHWL salary expenditure via eduPay. Further information regarding schools funding allocations and acquittal of the MWHL salary is provided on the Guidance tab.

As of 2026, the Primary Welfare Officer (PWO) initiative has transitioned to the MHiPS initiative. Schools that formerly received PWO funding now receive MHiPS funding.

Eligible low fee non-government schools receive funding equivalent of 0.4 FTE Classroom Teacher Range 2 salary mid-point to employ a MHWL. Participating non-government schools are provided with separate guidance by their respective governing or representative body on how to acquit their MHiPS funding from the department. Non-government school eligibility is assessed periodically.

Related policies

• Behaviour – Students
• Child and Family Violence Information Sharing Schemes
• Child Safe Standards
• Disability Inclusion Funding and Support
• Disability Inclusion Profile
• Framework for Improving Student Outcomes (FISO 2.0)
• Health, Wellbeing and Inclusion Workforces
• Interpreting and Translation Services
• Mature Minors and Decision Making
• Mental Health Fund and Menu
• Mental Health in Schools
• Mental Health Practitioners initiative
• Nationally Consistent Collection of Data on School Students with Disability
• Privacy and Information Sharing
• Protecting Children – Reporting and Other Legal Obligations
• Records Management – School Records
• Self-Harm and Attempted Suicide Response
• Student Engagement
• Student Resource Package – Targeted Initiatives
• Student Support Services
• Suicide Response (Postvention)
• Victorian School Nursing Program

Contact

There are multiple contacts for this topic. Refer to: Regional mental health branch support.

Guidance

The following chapters provide schools with guidance on implementing the Mental Health in Primary Schools (MHiPS) initiative.

• Mental Health and Wellbeing Leader role
• Mental Health in Primary Schools funding
• Mental Health and Wellbeing Leader recruitment
• Mental Health in Primary Schools training program
• Setting the Mental Health and Wellbeing Leader up for success
• Primary Welfare Officer transition
• Regional mental health branch support
• Mental Health in Primary Schools in action

Mental Health and Wellbeing Leader role

The Mental Health and Wellbeing Leader (MHWL) role is designed to promote positive mental health for students by implementing mental health and wellbeing supports, promoting a whole-school approach and building staff capacity (Tier 1 and 2 supports). It is not a clinical role and is not designed to provide one to one counselling to primary school students or clinical and therapeutic (Tier 3) targeted support. The MHWL is not required to have allied health or similar qualifications.

Using their knowledge of the in-classroom experiences of teachers, MHWLs:

• complement the school’s existing wellbeing team
• work with classroom teachers to:
  • develop, implement and evaluate processes, curriculum content and teaching practices relating to student mental health and wellbeing
  • create safe, welcoming and inclusive classrooms and develop students’ social and emotional skills
  • develop curriculum content on social and emotional learning
  • embed mental health and wellbeing teaching practices within their teaching pedagogy.

These skills support students to develop a positive attitude about themselves and school, and increase their academic engagement.

MHWL responsibilities

While each MHWL’s specific role will differ based on school needs and context, all MHWLs will:

• promote a whole-school approach to student mental health and wellbeing, including in school planning and strategic processes and through a shared language around mental health and wellbeing
• build staff capacity to support student mental health through embedding and evaluating evidence-based mental health strategies, interventions and programs, to increase staff mental health literacy so they can identify and support primary school students with mental health concerns
• identify and implement evidence-based approaches aligned to student needs including social and emotional learning in the curriculum, and whole-school approaches to health, wellbeing, teaching and learning initiatives
• collaborate with school leaders, staff and families to embed whole school approaches to mental health and wellbeing
• strengthen linkages between the school and other support services to coordinate targeted mental health support for primary school students
• create and monitor clear care pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention
• advocate for student voice when planning whole-school approaches, to improve student outcomes and support student safety and wellbeing
• participate in MHiPS training, including core training modules and learning communities throughout the year.

Mental Health in Primary Schools funding

Mental Health and Wellbeing Leaders (MHWLs) are funded to lead a whole-school approach to mental health and wellbeing in their school. They are not required to have a teaching role alongside their role as the MHWL. If they hold another role within the school, MHWLs must be provided with reasonable time out of the classroom or their other role to perform the roles and responsibilities of the MHWL.

Funding is provided under ‘Targeted Initiatives’ in the Student Resource Package (SRP) (Reference 130). The specific funding allocation schools receive each year may change based on the enrolment-based calculation at each SRP cycle (Indicative, Confirmed and Revised).

Schools that participated in the Primary Welfare Officer initiative

The Primary Welfare Officer (PWO) initiative transitioned to MHiPS from 2023 to 2026, in line with the Mental Health in Primary Schools (MHiPS) implementation schedule. In the year these schools commenced MHiPS, the PWO funding line in the SRP was replaced by the MHiPS funding line.

Former PWO schools receive the higher of 2 funding amounts to employ their MHWLs – either their PWO funding in the year prior to transitioning to MHiPS (with indexation) or their MHiPS funding based on enrolments.

Funding acquittals

Government schools

Government schools must acquit MHiPS funding in eduPay.

School-based salaries and wages for staff members that are employed as an MHWL must be reported against the MHiPS project code 245006 titled ‘Mental Health in Primary Schools’. For detailed instructions, refer to Mental Health in Primary Schools: instructions for reporting salary expenditure (DOCX).

Government schools are required to spend their MHiPS funding in the calendar year it is received. The department’s School Carryover Policy applies to any unspent MHiPS credit funding remaining at the end of each calendar year. For more information, refer to: Student Resource Package – Managing the Budget: School Carryover Policy.

Non-government schools

Non-government schools participating in MHiPS must acquit the funding they receive for MHiPS each year. The department works with the Victorian Catholic Education Authority and Independent Schools Victoria to coordinate this process.

Mental Health and Wellbeing Leader recruitment

Recruiting and employing a Mental Health and Wellbeing Leader

When advertising Mental Health and Wellbeing Leader (MHWL) roles, successful applicants must have a suitable teaching qualification and provisional or full registration from the Victorian Institute of Teaching (VIT).

Government schools recruiting to a MHWL position must comply with the Recruitment in Schools policy and are expected to advertise for the MHWL position via School Jobs Vic.

A sample template position description (DOCX) to support recruitment of an MHWL at the Classroom Teacher Range 2 level is available on the Resources tab.

To support onboarding of a MHWL once recruited, school leaders should refer to the onboarding checklist (DOCX).

All employment decisions must be able to be funded by the Student Resource Package.

For further information about staff remuneration, please refer to the department’s Remuneration – Teaching Service policy.

Appointing an existing staff member as a MHWL

Where there are suitable employees within the school who are able to carry out the MHWL role in line with the roles and responsibilities, a principal may consider internal processes, such as an expression of interest process, to appoint existing staff to this role.

MHWLs who hold other roles in addition to their MHWL duties (such as a classroom teacher or assistant principal) will have their workload adjusted on a pro-rata basis according to the FTE of each role. Sufficient and reasonable time should be provided to carry out the duties of each role. To support a MHWL working in multiple roles, please refer to the Setting the MHWL up for success chapter.

An existing staff member without a teaching qualification or full or provisional VIT registration, may be allocated a MHWL role in exceptional circumstances and after consultation with key regional and central department staff. Refer to Regional mental health branch support for further information.

Registering the MHWL

Once schools have appointed a MHWL, they must complete the MHWL enrolment form to ensure the MHWL receives key information about MHiPS training and are allocated a Learning Leader.

If schools have a change of MHWL, this must be noted via the change in MHWL form.

Attraction and retention strategies

Schools can enable flexible working arrangements such as job-share arrangements to support the recruitment of an MHWL.

Smaller schools may partner with other nearby schools to combine allocated FTE and appoint a MHWL to work across multiple schools.

Schools jointly recruiting are subject to the department Staffing Cooperation Guide, requiring a nominated base school for the position to manage employment arrangements.

Recruitment and employment support

For advertising and general recruitment advice, refer to Recruitment in Schools or contact the Schools Recruitment unit:

• phone: 1800 641 943
• email: schools.recruitment@education.vic.gov.au

For policy advice and assistance with industrial relations matters, contact the Policy, Workplace Relations and Initiatives (Schools) branch:

• phone: 03 7022 0013
• email: workplace.relations@education.vic.gov.au

For specialised and targeted support and information about initiatives to assist schools with recruitment, refer to Workforce Support and Initiatives for Schools or contact the Schools Workforce Initiatives team:

• phone: 03 7022 5555
• email: swg_policy.initiatives@education.vic.gov.au

The department’s regional mental health branches can also provide support for recruitment and onboarding of MHWLs. Refer to: Regional mental health branch support.

Mental Health in Primary Schools training program

Mental Health and Wellbeing Leaders (MHWLs), and other school staff trainees where suitable, are provided with comprehensive evidence-based training by the University of Melbourne’s Faculty of Education.

Schools are recommended to participate in the core module training as a team of up to 3 people, including the MHWL and principal or assistant principal, plus another school staff member such as wellbeing team member or leading teacher. This will support implementation of a whole-school approach to student mental health and wellbeing. Every school context is different and the participation of a range of staff in training will help ensure that each school takes the best approach for improving mental health and wellbeing in their school.

University of Melbourne Learning Leaders

Once schools have registered their MHWL for training, via the MHWL enrolment form, the University of Melbourne training team will allocate the MHWL a Learning Leader. The Learning Leader supports the MHWL through induction and the training program and creates connections between MHWLs in different schools through the MHiPS Learning Communities. They also work closely with MHWLs and the department’s regional mental health branches to implement and embed MHiPS into the school environment.

Training overview

MHiPS training includes:

• Core training modules:
  • Module 1: Mental Health Literacy (2-3 hours of self-paced online learning)
  • Module 2: Building Capacity (2-3 hours of self-paced online learning plus one full day online or in-person workshop)
  • Module 3: Supporting Need (2-3 hours of self-paced online learning plus full day online or in-person workshop)
• Module 4: MHiPS Learning Communities (2 to 3, 2-hour sessions per term for MHWLs only).

Core training modules

The core training modules build knowledge in mental health and wellbeing and upskill MHWLs to support colleagues, establish and maintain referral pathways and build staff capacity to collaborate with parents and families. MHWLs also have access to readings, discussion boards, additional resources and tools to support the MHWL role via the University of Melbourne’s Canvas learning platform (staff login required).

'Module 1: Mental Health Literacy' focuses on building knowledge of child development, child mental health and wellbeing and increasing child mental health literacy.

'Module 2: Building Capacity' aims to build whole-school capacity in student mental health and wellbeing.

'Module 3: Supporting Needs' explores practical strategies and resources which support the implementation of MHiPS and the MHWL role across various school contexts.

Casual Relief Teacher reimbursement for core module training

Government schools can seek reimbursement for Casual Relief Teacher (CRT) costs to support the MHWL and 2 additional staff members with teaching loads to attend core training modules 1 to 3.

Schools are unable to claim CRT reimbursement for their MHWL attending learning communities as these are scheduled on days where the MHWL is carrying out their MHiPS role within the school. Education support staff attending MHiPS training are not covered under this funding program as they do not have a teaching load.

Schools must submit the reimbursement request through the Schools Targeted Funding Portal. Schools eligible to access this reimbursement will be provided guidance directly and through the portal.

Module 4: MHiPS learning communities

Year 1 of the initiative

MHWLs take part in 2 to 3 learning communities each term from Term 2 (2 hours each), which are designed to extend learning from the first 3 training modules.

Year 2 of the initiative

MHWLs attend enriched learning communities twice per term (2 hours each), which are led by their Learning Leader.

Year 3 of the initiative

MHWLs are supported to embed their mental health and wellbeing plans into their school, ensuring sustainability of the initiative.

Setting the Mental Health and Wellbeing Leader up for success

Leadership support is essential for successfully implementing the Mental Health in Primary Schools (MHiPS) initiative and the Mental Health and Wellbeing Leader (MHWL) role. The below points will support school leaders to set up MHWLs for success:

• Ensure the MHWL is provided dedicated and protected time to perform the MHWL role and to attend the University of Melbourne core training and learning communities (staff login required), in line with the allocated FTE detailed in the SRP.
• Set realistic expectations for the MHWL and their workload, based on the needs and context of your school. Schedule regular MHWL support meetings with school leaders to review the role and the workload.
• Allocate time for the MHWL to deliver professional learning. MHWLs use learnings from the MHiPS training to build school staff capability to address student mental health and wellbeing needs.
• Clearly identify the role of the MHWL in wellbeing goals in school strategic planning, including the Annual Implementation Plan. Use the Framework for Improving Student Outcomes (FISO 2.0) and the Mental Health Planning Tool (PDF) (staff login required) to support planning.
• Ensure the role focuses on activities that support a whole-school approach to mental health and wellbeing, and Tier 1 – mental health prevention and promotion and Tier 2 – early intervention.
• Promote and integrate the MHWL role into your school context and community. Communicate about the MHWL role to staff and the school community through school newsletters, social media, and staff professional learning. Be clear that the MHWL does not provide clinical, one-to-one support for students, or counselling.
• Ensure school leadership attend and participate in the core training modules 1 to 3 alongside the MHWL, to build a strong understanding of the responsibilities of the MHWL.
• Establish systems and processes for safe information sharing between staff members, in line with the Schools' privacy policy.

Supporting MHWLs in multiple roles

MHWLs often work across multiple roles within a school. School leaders should consider the following points in addition to the advice above when a MHWL is working in multiple roles.

Communicate with the school community

• Clearly document and communicate the responsibilities and dedicated working days of each role the MHWL is performing, to support role clarity and build school community understanding. For example, outlining the responsibilities of the MHWL role versus the learning specialist role.
• Display the MHWL jigsaw infographic (staff login required) in the school for staff to review.
• Encourage the MHWL to include each role and the dedicated days/time in their signature block.

Provide dedicated time in each role

• Backfill principal class staff performing the MHWL role to ensure they have dedicated, protected time in both the MHWL role and their principal class role.
• Support the MHWL in identifying existing and potential barriers to performing multiple roles, and work together to address issues.
• Establish clear practice boundaries if the MHWL is working across the Multi-Tiered Systems of Support.
• Establish a process for monitoring the time spent in each role. Complete regular reviews of the implementation of the multiple role arrangement.

MHWLs working across campuses or schools

• Establish a shared agreement or protocol between school leaders to regularly review the implementation of the MHWL role (including dedicated days/time, timetabling, roles at each school/campus).
• Establish standardised processes and systems for safe information sharing between campuses or schools.
• Set up regular meetings with the leadership and wellbeing teams to promote work alignment.

Primary Welfare Officer transition

The Primary Welfare Officer (PWO) initiative transitioned to Mental Health in Primary Schools (MHiPS) from 2023 to 2026, in line with the MHiPS implementation schedule.

In the year schools transitioned, their PWO funding was replaced by MHiPS funding.

Why the PWO initiative was transitioned to MHiPS

The objectives of the former PWO initiative and MHiPS are very similar, to provide schools with additional support for student wellbeing.

MHiPS provides staff with extensive evidence-based training and professional development from the University of Melbourne and dedicated support from the department’s regional mental health branches. MHWLs build relationships with regional staff, community services and other health professionals to engage with appropriate mental health and wellbeing support. Unlike PWOs, Mental Health and Wellbeing Leaders (MHWLs) are employed as registered teachers.

Managing the recruitment of a former PWO

In the transition to MHiPS, PWO employees are required to be managed in accordance with existing Recruitment in Schools policy and workforce planning processes.

Schools may choose to use other sources of funding to continue the employment of their PWO, including the Schools Mental Health Fund or equity funding. If using the Schools Mental Health Fund, the employee must meet the requirements of the Schools mental health skills checklist (DOCX) (staff login required), which outlines the range of professional backgrounds in scope.

Schools can also refer to their Student Resource Package to identify what other funding sources are available.

Offering the MHWL role to a PWO

PWOs can only be offered the MHWL role if:

• they have a suitable teaching qualification and hold provisional or full registration from the Victorian Institute of Teaching, or
• the cessation of the PWO role will cause a potential excess situation at the school and the principal is satisfied that the PWO has the appropriate skills and experience to take on the responsibilities of the MHWL role as outlined in the position description.

Please note it is highly recommended that the MHWL role be filled by a qualified teacher given the nature and duties of the role.

Principals who wish to offer a PWO the MHWL role, as a matter of good practice, should provide the ongoing employee with a letter setting out the details of the transfer in accordance with advice provided in the recruitment in schools guide. Employees should be provided with 10 days to accept or reject that offer.

Should a MHWL role be offered to an education support class employee who was a former PWO, under the conditions outlined in this section, and that employee leaves the school, the school must readvertise the MHWL position to recruit a VIT registered teacher.

Excess

If the transition between the PWO and MWHL initiatives causes a potential excess staff situation at a school, the school must follow the appropriate processes under the Excess Procedures – Teaching Service policy.

Regional mental health branch support

Government schools are supported by their department regional mental health branch (RMHB) to implement Mental Health in Primary Schools (MHiPS).

The RMHBs can:

• provide advice and support on recruitment and onboarding of Mental Health and Wellbeing Leaders (MHWLs)
• provide operational support for schools implementing MHiPS
• connect and align regional workforces, programs and supports for MHWLs
• align MHiPS implementation with statewide, regional and area priorities
• align MHiPS with other department programs, initiatives and funding streams
• direct staff to guidance and resources to support implementation, including policy advice, draft templates and implementation guidelines
• provide professional learning to MHWLs and school staff to complement the University of Melbourne delivered MHiPS training.

For support regarding the above guidance, contact your relevant regional mental health branch:

• North-eastern Victoria region – nevr.mental.health@education.vic.gov.au
• North-western Victoria region – nwvr.mental.health@education.vic.gov.au
• South-eastern Victoria region – sevr.mental.health@education.vic.gov.au
• South-western Victoria region – swvr.mental.health@education.vic.gov.au

Resources

• Mental Health in Primary Schools on the department’s website for families and general information
• Mental Health in Primary Schools initiative factsheet (PDF)
• Mental health and wellbeing leader position description template (DOCX)
• Mental Health in Primary Schools: instructions for reporting salary expenditure (DOCX) – provides guidance to schools on reporting Mental Health and Wellbeing Leader salary expenditure
• Mental Health in Primary Schools Onboarding checklist for school leaders (DOCX)

MHiPS in action case studies

The department has developed a series of short case study videos showcasing successful implementation of the Mental Health in Primary Schools (MHiPS) initiative and the Mental Health and Wellbeing Leader (MHWL) role in different school settings at different stages of implementation. These provide good practice examples for other Victorian schools.

• Lucas Primary School in Ballarat joined the MHiPS pilot implementation in 2022. The school’s principal and MHWL talk about how they have embedded MHiPS and the MHWL role into their whole-school approach to mental health and wellbeing. They also cover the long-term benefits of MHiPS for the school community, including students, teachers and staff and parents/carers.
• Sunbury and Macedon Ranges Specialist School in Sunbury has implemented MHiPS effectively in a specialist school setting since 2022. The school’s principal and MHWL explain how they have used MHiPS to support their students’ individual needs, and work alongside existing mental health and wellbeing approaches in the school, including Respectful Relationships.
• The Basin Primary School in The Basin, is in its first year of implementing MHiPS. The school’s principal and MHWL share their experiences and insights about early implementation and their plans for the future of MHiPS and the MHWL role.
• St Mary’s School is a small rural Catholic primary school in Donald in its second year of implementation. The school’s principal and MHWL discuss how MHiPS works in their small school setting and how student voice is highly valued by the school community.