Student Success Social Worker

Posting: Social Worker - Student Success

Term: Full-time, Contract for the 2026/2027 school year

Schedule: 10-Month employee, 7 hours per working day

Start Date: August 24, 2026 or as soon as possible after that date

Number of Positions: 2

Location: One at Father Mercredi High School and one and Holy Trinity High School

Closing Date: Open Until Filled

Fort McMurray Catholic School Division is seeking two compassionate, proactive, and community-minded Student Success Social Worker to join their team on a contract basis for the 2026/2027 school year. In this vital role, you will be the bridge between home and school for students facing chronic absenteeism and barriers to school connection.

Rather than focusing on punitive measures, you will use a relational, trauma-informed approach to uncover the root causes of poor attendance. You will collaborate closely with families, educators, administrators, and counselors to co-create practical strategies that empower students to return to—and thrive in the classroom.

• Educational Background
  :
  Preference would be a diploma or degree in Social Work with licensing in Alberta College of Social Workers. Would also consider Child & Youth Care, Addictions Counselling, Psychology, or a closely related human services field with relevant licensing in the applicable specialization.
• Relevant Experience
  :
  Minimum of 2–3 years of experience working directly with at-risk youth, vulnerable families, or in community outreach.
• Strong Communication
  :
  Outstanding active listening, empathetic verbal communication, and conflict-resolution skills.

• Addictions & Mental Health Lens
  :
  Experience or training in addictions counseling, harm reduction, or substance use prevention.
• Trauma-Informed Practice
  :
  Deep understanding of trauma-informed care and how mental health challenges impact youth behavior and school engagement.
• Diverse Cultural
  
  Competency:
  
  Ability to work effectively and respectfully with families from diverse socioeconomic and cultural backgrounds.

• Empathy & Resilience
  :
  The ability to remain patient, optimistic, and persistent when working through complex family dynamics and systemic barriers.
• Collaboration
  : A natural team player who values the input of educators, counselors, and administrators.
• Self-Direction
  :
  Highly organized and capable of managing a flexible schedule that may include phone calls, home visits, or school-yard outreach.

• Build Authentic Connections
  :
  Establish trusting, non-judgmental relationships with students experiencing chronic absenteeism or school avoidance.
• Individualized Coaching
  :
  Work one-on-one with students to set personal attendance goals, build self-efficacy, and develop coping strategies for school-related anxiety or stressors.
• Daily Check-ins
  :
  Act as a welcoming and consistent "safe point-of-contact" for target students when they arrive at school.

• Proactive Family Engagement
  :
  Under supervision of, and in collaboration with, the school leadership team, call and meet with families of students with emerging attendance concerns to understand their unique challenges.
• Collaborative Problem Solving
  :
  Partner with parents/guardians to design tailored attendance plans, identifying and addressing barriers such as transportation, mental health, or substance use issues.
• Resource Navigation
  :
  Connect families with external community resources, social services, and support networks when necessary.

• Multidisciplinary Teamwork
  :
  Work closely with teachers, principals, and school counselors to share insights and align support strategies for individual students.
• Data Monitoring
  :
  Monitor daily and weekly attendance trends to identify students in need of early intervention.