The State of School Social Work: Findings from the National School Social Work Survey

Abstract

School social work is a large and growing subspecialty in social work practice; however, little is known about present school social work practice from a national perspective. The National School Social Work Survey (n = 1,639) represents the first data in over ten years to describe the diverse practice contexts and interventions employed by school social workers. The survey also seeks to better understand school social work practice in light of the significant educational reforms of the past decade that are increasingly shaping student experiences.Findings from this survey indicate that the characteristics of school social workers, the context in which they practice, and their practice choices remain largely unchanged over the past 10 years. Implications for future research, policy, and practice are discussed based on these findings.

Factors Influencing the Implementation of Substance Use Prevention Programs in Elementary Schools

“…But have schools, in fact, utilized school social workers for this purpose? In a recent article, Kelly et al (2010) examined this issue which is summarized below.…”

“…Over the past century, the school social work profession has evolved from conducting home visits and linking the student, home, and school to a clinical casework model in which individual students already manifesting social, emotional, or behavioral problems are served by school social workers (Kelly et al, 2010). However, within the past 15 years, there has been a shift in practice models, policy, and research from a clinical orientation to a perspective that focused at least equally on primary prevention on factors influencing the academic, social, and emotional functioning of individuals (Kelly et al, 2010).…”

“…However, within the past 15 years, there has been a shift in practice models, policy, and research from a clinical orientation to a perspective that focused at least equally on primary prevention on factors influencing the academic, social, and emotional functioning of individuals (Kelly et al, 2010).…”

“…For example, the "response to intervention" and "positive behavior support" practice models encourage schools to evaluate academic, social, and emotional learning through a threetier perspective. Students in each of the tiers receive services based on their need (i.e., Tier 1=universal programs; Tier 2=selective programs; Tier 3=indicated programs) (Kelly et al, 2010).…”

“…In an effort to determine whether the current practice and interventions used by school social workers reflect the existing recommendations from research and policy, Kelly et al (2010) conducted a national survey of school social workers. Respondents reported spending more time delivering Tier 3 activities, and not enough time on Tier 1 or Tier 2 activities, as they would ideally like.…”