K4–12 School Counsellor

K4–12 School Counsellor (Art Therapists Encouraged to Apply) Summary:As a vital member of the Special Services team, the K4–12 School Counsellor provides culturally responsive, trauma-informed services that support students’ behavioural, emotional, and social development across K4 to Grade 12. The counsellor collaborates with families, staff, and community partners to promote student well-being and contributes to school-wide priorities and plans. This role also involves partnership with the School Board, local and regional entities, and FNSA to advance students’ educational and social-emotional success.Bella Bella Community School is located in the traditional, unceded territory of the HaíÉ«zaqv (Heiltsuk) Nation, a community known for its strong cultural identity, Gvíĺás (ancestral laws), and deep connection to land and ocean. Living and working here offers a unique richness—access to breathtaking coastal scenery, salmon streams, cedar forests, ocean harvesting, and a way of life rooted in community, culture, and stewardship of the Great Bear Rainforest.Residents experience the warmth of a close-knit community, opportunities to participate in ceremonies, cultural events, language revitalization, and land-based learning such as clam harvesting, canoe journeys, and SEAS (Supporting Emerging Aboriginal Stewards) programming. Counsellors are encouraged to build meaningful relationships, honour Heiltsuk values, and integrate holistic and culturally grounded practices in their work.Art Therapists (RCAT/ATR or equivalent) are strongly encouraged to apply. Training and experience in art-based, play-based, and land-based therapeutic approaches are considered strong assets. Duties and ResponsibilitiesProvide individual and group counselling for students K4–12, using age-appropriate, evidence-informed, and culturally responsive approaches.Design and facilitate SEL (Social-Emotional Learning) lessons and skill-building groups (e.g., self-regulation, friendships, conflict resolution, grief and loss, healthy relationships) tailored for primary, intermediate, and secondary learners.Offer art-based and play-based interventions (e.g., creative expression, narrative and sensory strategies) to support regulation, healing, and engagement.Organize student and caregiver information sessions on mental health, substance use, digital wellness, and community-relevant topics.Maintain ongoing collaboration with community agencies and families to coordinate care and wrap-around supports.Participate in IEP processes (goal-setting, data collection) and collaborate with classroom teachers and EAs to implement supports.Conduct and document risk assessments (e.g., suicide risk) and develop student safety plans; contribute to crisis response and re-entry planning.Facilitate peer-support/peer-mentoring initiatives where appropriate.Provide referrals and supported access to external providers (local/regional).Collaborate with graduation and transitions staff to support post-secondary and life-after-school planning (mental health readiness, self-advocacy, community connections).Maintain clinical supervision, accurate records, and confidentiality aligned with professional standards.Support land- and place-based learning, including SEAS (Supporting Emerging Aboriginal Stewards), and integrate Heiltsuk values into programming.Additional duties as assigned within the same scope and job level. Required Skills and AbilitiesDemonstrated effectiveness in youth, family, and group counselling across developmental stages (early years through adolescence).Strong trauma-informed, culturally responsive practice; capacity to build trust, safety, and belonging.Knowledge of the BC Curriculum (SEL competencies) and school-based assessment/reporting processes relevant to counselling services.Excellent communication, discretion, and documentation skills; ability to work collaboratively with students, staff, administration, parents, and community partners.Strong organization and time-management; able to work independently with initiative.Willingness to support SEAS and community-based, outdoor, and land-based wellness programming.Interest and capacity to contribute to extra-curricular and whole-school well-being initiatives.Social-emotional competencies: self-awareness, empathy, flexibility, relationship-building, and responsible decision-making.Asset: Experience with art therapy, play therapy, or expressive arts modalities in school or child/youth settings. Required Education, Experience, Certifications, and LicencesMaster’s degree in Counselling Psychology (or closely related clinical field).Art Therapy credentials (e.g., RCAT/ATR) are strong assets; candidates actively pursuing registration are welcome to apply.Registration/eligibility with a recognized body (e.g., BCACC – RCC, CPCA – RPC/MPCC, CATA – RCAT, or CCC via CCPA).Satisfactory Criminal Record Check (Vulnerable Sector).Experience working in Indigenous education or community settings is preferred.Understanding and appreciation of Indigenous culture, history, and ways of knowing.BCTRB membership/BC Teaching Certificate is an asset where school-based instructional delivery is part of the role. Other RequirementsCompliance with all Personnel Policies outlined in the Bella Bella Community School Board Policies.Adherence to the Code of Ethics and Governing Values of the Bella Bella Community School Board.