School social workers’ discretionary practice in Sweden: The need for professional creativity

Abstract

This study aims to highlight school social workers’ professional self-perception and how they manage their broad discretion. The empirical data is based on open-ended responses from a survey of 215 school social workers in upper secondary schools in Sweden. The responses have been analysed using thematic text analysis. The results show that school social workers and the school organisation are continuously engaged in a coordinated dance, where social workers must follow steps dictated by time constraints, collaboration with other professions, method application and more. They navigate a complex choreography, often finding themselves dancing solo to an uncertain tune.

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