The Roles and Responsibilities of School Social Workers in the African Context: A Scoping Review

Abstract

The profession of school social work has been acknowledged as being of critical importance on a global scale. However, little is known about the practice of school social work in the African context, specifically the roles and responsibilities of practitioners. This scoping review aimed to synthesize empirical studies conducted in the African continent on the roles and responsibilities of school social workers. Using Arksey and O’Malley’s (2005) five-step framework, the search for articles was completed on six electronic databases: Sabinet African Journals, Scopus, ProQuest Central, CINAHL, SocIndex, Medline, and Education Research Complete. Eight articles met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that school social workers or social workers servicing schools are responsible for providing psychosocial support to learners experiencing social challenges; facilitating group work sessions focused on socialization and life skills; training and guiding teachers on ways to better support learners, developing and implementing school programs addressing issues such as bullying and teenage pregnancy; and forming partnerships with other professionals and organizations to support learners. This review concludes that there is a dearth of research dedicated to school social work or social work services in African schools. Future research on school social work should focus on unique challenges, best practices, and the impact of social work services in African schools. Governments and educational institutions should prioritize the integration of social work services within school systems. The review highlights the multifaceted roles practitioners play in creating supportive educational environments in African contexts. Keywords: School Social Work, Africa, Roles, Responsibilities, Learners