Job Description

Neuro-Support Mentor

Specialist Support | EFE-JD-NS-MENTOR-2026

At Elevated Futures Education, the Neuro-Support Mentor is not a monitor of compliance, but a catalyst for awakening. You utilise the evidence-based principles of the Lane Anthony library to bridge the gap between institutional expectations and individual neuro-diverse needs. Your primary mission is to move from “management” to “stewardship,” ensuring that every pupil possesses the autonomy and sensory safety required to thrive.

You possess a deep understanding of the neurobiology of stress and survival responses. Your strength lies in your ability to “read” the nervous system, providing immediate biological co-regulation to return a pupil to a state of relational safety. You recognise that “behaviour” is a physiological communication of safety or threat.

You have a forensic eye for detail, utilising the Dynamic Insight Screener to precisely engineer sensory and cognitive safety protocols. You proactively identify environmental “friction points” and have the creative strength to redesign spaces to meet the specific needs of the neuro-diverse profile.

You are a tireless advocate for the social model of disability. You possess the strength to lead systemic change, challenging deficit-based narratives and adopting 100% neuro-affirming conventions. You view communication as a multi-modal right and ensure the “Voice of the Child” is always heard.

Key Responsibilities

Intervention, Engineering, and the DDP

Lead on the daily implementation of strengths-based DDP profiles for your assigned caseload. You will use the DDP as a blueprint for engineering individualised educational support, ensuring that student superpowers are the foundation of every goal. You will monitor progress through the lens of the “Elevation Arc,” celebrating competence and agency.

Regularly conduct audits using the Dynamic Insight Screener to ensure all learning environments are neuro-affirming. You will collaborate with classroom teams to adjust lighting, acoustics, and cognitive load, ensuring that sensory safety is the baseline for all academic activity. You will maintain the Lane Anthony standards of inclusive design.

Act as a primary responder for pupils experiencing high levels of stress or entering an “Altered State.” You will use Interaction and Co-Regulation strategies to provide a safe harbour. You will lead restorative repair sessions that help pupils understand their own neurobiology, fostering long-term sustainable self-regulation skills.

Attitude	Aptitude	Functional Capability
Commitment to 100% neuro-affirming conventions. Rejection of punitive or exclusionary models.	Ability to translate clinical diagnostic data into asset-based DDP protocols and sensory strategies.	100% up-to-date DDP profiles. Proactive adjustment of environmental safety protocols evidenced in records.

Statutory Accountability

Stewardship, Advocacy, and Sentinel

Ensure that all interactions and interventions are recorded with objective precision on the Sentinel Safeguarding Portal. You will maintain forensic chronologies that focus on the “why” behind student presentation, providing a clinical data trail that supports multi-agency advocacy. You will adhere strictly to the professional framework of the Level 3 Qualification.

Act as a bridge between the pupil, the family, and external professionals. You will represent the “Voice of the Child” in meetings, using the social model of disability to challenge deficit-based narratives. You will support parents to navigate the system, empowering them with neuro-affirming knowledge from the EFE framework.

Engage in regular reflective practice sessions and clinical supervision. You will demonstrate how your mentoring practice has evolved through the Qualification Roadmap, prioritising your own emotional regulation to ensure your support remains sustainable and effective in high-pressure scenarios.

Attitude	Aptitude	Functional Capability
Upholding the dignity of the neuro-diverse profile. Maintaining a culture of unconditional appreciation.	Mastery of the Dynamic Insight Screener. Proficiency in using Sentinel for clinical, objective reporting.	Achieve an 80% competency threshold in all clinical modules. Maintain 100% objective reporting records.

Leadership Standards

Awakening the Workforce: Professional Behaviours

Demonstrate transparency in your mentoring practice. Be willing to reflect on your own stress responses and how they impact the co-regulation process. You will give and accept feedback from colleagues with grace, viewing every professional challenge as an opportunity for an awakening of neuro-affirming practice.

Attitude	Aptitude	Functional Capability
Value the intrinsic worth of every pupil. Be true to your word and remove systemic barriers to success.	High expectations of self and others. Willingness to hold restorative conversations to improve inclusivity.	Ensure absolute clarity in the “ask” for student support. Deploy sensory resources effectively to support KPIs.

Represent the agreed values and vision of the SLT to the school community. You will contribute to staff training on sensory safety and co-regulation, lead small group personal development sessions, and participate in the staff appraisal process. You will act as a mentor for new staff, inducting them into the EFE pillars of Mutuality and Appreciation.

Person Specification

The Qualities of the Architect of Autonomy

• Essential: Level 3 Qualification in Learning Mentoring (or currently working towards, with completion within 6 months).
• Essential: Evidence of training in Neuro-affirming Practice and the Social Model of Disability.
• Essential: Level 2 English and Maths (Grade C/4 or above).
• Desirable: Training in Polyvagal Theory, Sensory Integration, or Low-Arousal Approaches.
• Desirable: Evidence of familiarity with the Lane Anthony library principles.

• Proven experience of supporting neurodivergent children in a school, AP, or clinical setting.
• Demonstrable understanding of the neurobiology of stress and survival responses.
• Experience of using strengths-based tools (like the DDP) to design personalised support strategies.
• The emotional strength to remain co-regulating during high-stress crises (‘The Altered State’).
• Experience of objective, clinical data entry via safeguarding portals (e.g. Sentinel).
• Exceptional interpersonal skills; the ability to advocate for pupils with systemic communicative empathy.
• A “problem-solver” mindset—you see environmental barriers as opportunities for redesign.
• A commitment to the EFE pillars of Unconditional Appreciation and Mutuality.

Candidates will be assessed on their ability to model co-regulation in a simulated scenario and their understanding of the social model of disability. The interview will explore your motivation to lead institutional change and your vision for engineering individual autonomy in neurodivergent learners.