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Given the paucity of research on the experiences of women who are sexually abused by clergy as adults and the advent of the #ChurchToo movement in 2017, the results of a mixed-methods national study highlight the experiences of those who survived the abuse and report on what factors are most healing in their recovery. Internet-based surveys with both quantitative and qualitative items were completed by 159 respondents. Less than 10 percent reported receiving help and support from their congregation after they reported the abuse, and about half of the respondents were blamed for the abuse and ignored by people in their congregations. In spite of the poor responses from their churches, these respondents reported positive beliefs regarding their ability to recover and heal. Mental health counseling was listed as a primary mechanism for healing. Multiple regression was used to develop a model of resilience. Faith in God was the most salient predictor. Those who survived sexual abuse need social workers who can navigate the complex set of factors and issues at the intersection of religion/spirituality, mental health treatment, and policy advocacy, including the ability to see what has been helpful about religious experiences and what has not.

Graduate students face a variety of stressors that relate to poor academic performance, lower completion rates, and high rates of depressive symptoms, anxiety, and stress. Student peers provide supports for coping with these stressors and succeeding academically. However, graduate students may find it difficult to form relationships with their peers. This mixed method social network analysis (MMSNA) examines graduate student perceptions of their peer relationships and the factors associated with peer friendships in a program that placed students in cohorts for the first semester of a two-year Master of Social Work program. Findings from three student focus groups include four main themes related to the cohort system and the tendency for students to gravitate to others who were similar to them (i.e., homophily). Focus group findings informed model specification for a curved exponential family model of student friendships at the end of the third semester of the program (N = 70) that identified correlates of student friendships including statistically significant direct and homophily effects for age, gender, and race/ethnicity. First-semester relationships and shared classes in subsequent semesters also increased the likelihood of friendships in the third semester. Findings emphasize the value of cohorts and a diverse student body for peer relationships.

Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors’ aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color.

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