The paper explores the issues raised by social work students failing in practice learning settings from the perspective of university tutors, by drawing on existing literature in this area from social work and nursing, as well as findings from a small-scale empirical qualitative study. The qualitative study was influenced by practitioner–researcher and practice–near paradigms, and is based on interviews with twelve social work tutors in England. The findings reveal that tutors are able to articulate the important tasks and functions of their roles when issues of failing students in practice learning settings arise, although the process can be challenging. The challenges include: supporting practice educator and student, concerns about other tutors' practices, the difficulties in promoting appropriate professional standards and values within higher education contexts, and frustrations with practice educators and placements. Only a third of the respondents (four), however, articulated their gate-keeping roles and responsibilities, although this was not without its difficulties. Given the current reforms in social work education in England at this present time, with greater emphasis on threshold standards at entry level and at key stages throughout the programme of study, the research is timely in terms of the critical consideration of the tutor role and challenges inherent in promoting appropriate standards.
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