If you’ve enrolled in one of our accredited training courses, then it’s likely you have spoken to our Learning and Development team’s Student Support Officer, Sam Warner. A passionate advocate for mental health, we sat down with Sam to learn more about them and gain insight into their experiences and vision for the future of mental health care. Here’s what they had to say.

A valued member of the Student Support Team at Mental Health Coordinating Council, Sam looks after students’ enquiries, enrollments and supports students’ journeys in our range of Nationally Recognised Training courses. Sam decided to move into the mental health sector as a values-driven decision, pursuing a more meaningful career where they could help others find pathways to study and build careers within the community mental health sector.

Today, Sam is focused on supporting students in their journey through mental health education, empowering them to use their lived experiences as strengths, and guiding them towards qualifications that open new doors in the field.

What drew you to this sector, how did you get started?

After spending a decade in the optical industry, shifting into the mental health sector was a significant change—but a deeply personal one. My own lived experience has always made me passionate about mental health, and I saw this as an opportunity to finally channel that passion into meaningful work. It felt like the right time to make a difference in a space that’s impacted me profoundly.

What does a typical day look like for you as a Student Support Officer?

A typical day as a Student Support Project Officer at MHCC is varied but always focused on making sure students feel supported and set up for success. I spend a lot of time responding to student enquiries, whether it’s helping someone figure out their course requirements, explaining assessment extensions, or assisting with navigating our online systems. There’s also plenty of behind-the-scenes work like tracking attendance, following up on missed assessments, updating student records, and checking in with trainers and staff so we’re all on the same page about student progress. I keep an eye on timelines to make sure students are on track and flag any issues early so we can step in before things snowball. I also work with students who are going through more complex or challenging situations, which can mean problem-solving, adjusting schedules, negotiating timelines, and just offering a bit of encouragement when it’s needed. It’s a role that takes empathy, good communication, and strong organisation, and no two days are ever the same—and I really like that.

What is your favourite part about your job?

My favourite part of the job is supporting students on their journey—watching them grow in confidence, build on their lived experience, and achieve a qualification that opens new doors for them. There’s something incredibly rewarding about seeing someone realise their potential and knowing you played even a small part in that transformation. It’s about empowerment, and that never stops being meaningful.

How do you take care of your mental health?

I’ve learned that taking care of my mental health isn’t just important—it’s non-negotiable. I check in with myself regularly, and I try to honour what I’m feeling without judgement. Rest is a big one—making time for it, even when everything’s busy. I lean into small joys, stay connected to people I trust, and remind myself that asking for support is strength, not weakness.
Writing has always been my go-to way of taking care of my mental health. It gives me space to process, reflect, and escape when I need to. Whether it’s journaling, storytelling, or just getting thoughts out of my head and onto the page, it helps me stay grounded. It’s both a release and a way to reconnect with myself—and it’s made a huge difference in how I manage stress and maintain perspective.

What makes MHCC’s training approach different or meaningful in your view?

What makes MHCC’s training approach so meaningful is that it is genuinely student-centred and connected to real-world experience. We recognise that many students bring their own lived or living experience to the table, and we create space for that to be valued and integrated, not just for learning, but personally and professionally.

All our peer courses are run by trainers who are also peer workers, so they bring real insight, understanding and authenticity to the learning experience. It is not just about gaining a qualification. The training is often transformative, with students saying it changes how they see themselves, their work and the people they support.

There is a strong focus on reflection, peer connection and creating safe, inclusive spaces where students can bring their whole selves to the course. It takes care and commitment to create that kind of environment, but it is what makes the difference. Students leave not just with new skills, but with a renewed sense of purpose and confidence.

How has the sector changed in your experience?

In my experience, the mental health sector has become far more open and person-centred. There’s been a noticeable shift from clinical detachment to genuine, empathetic engagement—especially when it comes to recognising the value of lived experience. It feels like the conversation is becoming more inclusive, with growing efforts to break down stigma and approach care more holistically. It’s not perfect, but there’s progress, and that’s encouraging.

If you had a magic wand right now, what would you change about mental health in NSW?

If I had a magic wand, I’d make mental health support in NSW genuinely accessible to everyone—no waiting lists, no barriers, no postcode disadvantage. I’d ensure lived experience voices are at the heart of every decision, not just included as an afterthought. And most of all, I’d shift the culture—from crisis response to early support, from stigma to understanding, from surviving to thriving. Because people deserve more than just to ‘get by’—they deserve to feel held, heard, and valued.

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