Supporting Students in Out-of-Home Care

1 Appointing a learning mentor

Learning mentors are appointed by schools to support all children and young people in out-of-home care. Learning mentors focus on supporting a child or young person in their learning, academic achievement and wellbeing in the learning environment.

The learning mentor should not be directly involved in the teaching of the student but should ideally be a trusted staff member who:

• is willing to take on the role voluntarily, outside of regular classroom commitments
• has a particular connection and fit with the student

The learning mentor can be the out-of-home care 'designated teacher'.

1.1 Choose a learning mentor

A learning mentor should be allocated in a timely manner when the school first becomes aware that the student is in out-of-home care. This may be when a student first starts school, following school transitions, or when the student first enters out-of-home care. The school leadership team should identify the learning mentor. The process should involve the student to ensure a good fit. Critical considerations in this process include a staff member’s skills, experience, gender, workload and existing relationship with the student.

1.2 Learning mentor role and key activities

The learning mentor plays a crucial role in assisting children and young people in out-of-home care. Being placed into care can be a traumatic and stressful experience. A child may require special support and assistance.

The aim of the learning mentor role is to help the student stay connected to their schooling and to address barriers that may impact their learning. This might include:

• support the educational needs of the child or young person
• getting to know the student and taking an interest in his/her life and learning
• identifying any challenges that they may be facing and developing strategies that could assist in addressing these challenges
• acting as a role model and guide for the child or young person
• advocating for the student (e.g. ensuring that other teaching staff are made aware of their learning needs, interests, passions, or particular fears or struggles)
• meeting with the student at a regular time. This would ideally occur as regularly as required
• participating in meetings and providing advice about additional supports that the student may require
• facilitating the student's input into the individual education plan

The learning mentor is not responsible for supports that can undermine the learning mentor relationship. In particular they are not responsible for:

• providing counselling
• supervising the student if they have behaved inappropriately and been removed from the classroom

1.3 Supports for learning mentors

It is important that learning mentors receive ongoing support from the school’s leadership team. This should include:

• ensuring that an appropriate time and space is made available for the student to meet with their learning mentor
• providing formal avenues for professional support to the learning mentor (such as access to a wellbeing coordinator, student support services, employee assistance program)
• providing access to professional development. Training information for learning mentors is available in the Resources tab.