Developing a Structural Understanding of School Social Work

Abstract

Abstract School social work is challenged by disparate professional guidance, inconsistent certification standards, and role ambiguity –– all intersecting with schools that are ripe with inequities. Despite this complexity, research has often gravitated toward a disproportionate analysis of roles. Although an understanding of roles is imperative, this focus, at times, has supplanted an awareness of the structural dimensions that affect practice that exist in and outside of the school. The purpose of this article is to outline a structural understanding of school social work through attention to national leadership, state training, and school-based factors that affect roles and practice. The analysis spans three levels, (1) national , (2) state, and (3) school. On the national level, we explore professional guidance from leadership organizations to identify the potential influence on training and practice. On the state level, we explore state certification standards and inconsistent educational preparation to consider the bidirectional links between professional guidance and role efficacy in schools. On the school level, we examine the relationship between educational inequities and school social work, including inconsistent roles, practice ambiguity, and the barriers to effective practice. We conclude with recommendations for research and practice.

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