Getting Started

  1. As a first step, prospective mentors need to obtain a Working with Vulnerable People (WWVP) card from the ACT Office of Regulatory Services. These cards are free for volunteers. Working with Vunerable People Registration.
  2. Complete an SVPACT Application Form.
  1. A Committee Member will contact you to arrange a meeting to discuss your responsibilities as an SVPACT mentor and inform you of the basics of one to one school mentoring.
  1. You will be provided with an SVPACT name badge and be expected to attend the next biannual training and orientation seminar for new mentors.
  1. The SVPACT Committee Member will forward summary details of your expertise and experience to your preferred school and arrange an appointment to meet the Principal and/or SVPACT School Coordinator (SSC). At this meeting, your preferred day and time of the week will be arranged, together with your start date.
  1. Initially, mentors spend one hour each week with the student. However this may increase, once you have become accustomed to the environment and the student begins benefiting from the mentoring process.
  1. Usually the mentor works one to one with a student, however in some situations, you may be involved in small group mentoring.


Mentors work with their students under the general supervision of the classroom teacher, who will monitor the activities undertaken.

  • The school provides all books, writing materials and other learning resources as required.
  • The mentor and student may work in the library, in a corridor, in the classroom or a designated space as determined by the teacher. The Mentor and the Student will be in line of sight of a staff member at all times.
  • Individual students are selected through a process organised by the school. The criteria may vary according to the individual needs of students. Some students may be very able and just need extra challenges to engage their interest. Others may have a learning disability, poor self-esteem, lack of a mature role model, a temporary family setback, poor school attendance or social integration.
  • Schools have the responsibility of keeping parents informed about their child’s involvement in the program.
  • Mentors do not work with students outside the school premises or outside school hours.

Questions to Consider To help you with your school placement, please consider the following questions:

  • would you prefer to work with early childhood schools (Preschool to Year 2); upper primary schools (Years 3-6); secondary schools (Years 7-10); or colleges (Years 11-12)?
  • what days and times would you prefer?
  • how much time do you want to commit to mentoring?
  • what are you looking for in your mentoring experience?
  • which suburbs would you like to work in and would you consider working outside those areas?

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