We are a global, dense research. We offer teaching and learning from the highest levels of quality. We play a leading role in the economic, social and cultural development of northeastern England. Attracting and maintaining high people is essential to our constant success.

Role
As a member of the SHWS, you will submit a report to the student’s welfare team, under the supervision of school colleagues. It will work cooperatively with the head of student consulting and mental health and a wide range of school colleagues (such as the Director of Education, Adult Teachers and Certificates, Administrators of Certificate Programs and Conservatives), to provide a local, comprehensive and professional point to communicate for both students who are involved and registered who need advice and assistance with health and luxury concerns, either from moving to higher education or during development.

This will include, but not limited to, supporting applicants and students with specific learning difficulties, autism spectrum disorder, long -term health conditions and mental health difficulties. It will provide a comprehensive listening, support and support service, and when necessary, a “follow -up” service is provided to ensure the provision of appropriate support and advice, which ensures that students have the best opportunity to achieve their capabilities and gain the best experience from their time at the university.

This is a 29.6 hours (0.8) FTE in the fixed term until January 30, 2026.

The disclosure service and the prohibition of the service for this role are needed.

Candidates who want to discuss the post can contact Kathryn Walton, Deputy Director of Student Welfare, Kathryn.walton@newcastle.ac.uk.

For an application, please download a copy of your CV along with a coverage letter indicating how your skills and experience compatible with a person the specifications of the job description (available on the university’s website, access it with a “application” button) and answer specific function questions.

Qualifications

• Bachelor’s degree or qualification for equivalent level in addition to experience in a similar role or a major professional experience, which indicates development through the most demanding and related roles.
• The second language is fluent (desirable).