Child welfare social workers are at high risk of burnout due to the demanding nature of their work (Bowman, 2020;Lizano & Mor Barak, 2012; Sprang et al., 2011;. This condition can have drastic consequences for the psychosocial and emotional wellbeing of social workers and the vulnerable children and families they serve in child welfare organisations across the world. However, burnout and the associated risk of turnover and reduced self-efficacy can be prevented through effective workplace support and intervention (Brode, 1990). This article provides an overview on the impact of burnout on child welfare workers' health, mental health and turnover as well as child and family outcomes, while underscoring the organisation's role in mitigating this issue. From an extensive literature review, the author proposes the following organisational child welfare wellness model: workplace wellness in child welfare organisations. Recommendations within this model focus on child welfare practices which provide support to workers including wellness (i.e. on-site crisis and mental health support) and growth-needs-focused interventions (i.e. supervision, specialisation and promotion). Key Practitioner MessagesThis model seeks to help practitioners and administrators in child welfare organizations to (A) better understand and identify indicators of burnout in child welfare social workers; (B) define and conceptualize workplace wellness and holistic interventions in child welfare workplace settings; and (C) clearly identify measurable wellness interventions in child welfare settings and apply this knowledge to burnout prevention efforts at the micro (worker), mezzo (unit), and macro (agency) levels.

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During the 2020 COVID-19 pandemic, many universities in the United States converted face-to-face classroom teaching to remote, online based learning formats. Gallaudet University was among these universities and faced particular challenges due to the need for visually accessible classrooms for d/Deaf students. Because college students are primarily made up of early and emerging adults, and d/Deaf college students have been shown to have better academic success when social connection is fostered, the current study sought to determine how d/Deaf students at Gallaudet University were emotionally impacted by the change to online learning during the COVID-19 pandemic in 2020. The research question for this study was: How did the COVID-19 pandemic and subsequent emergency switch to online course participation influence college students’ experience of well-being, self-efficacy, and loneliness? Results indicated that overall, d/Deaf students at Gallaudet university had positive emotional adjustment during this transition, despite challenges. Discussion describes within-group differences by age and how the University supported students and the campus community to encourage this positive outcome.