Evaluating a Group-Based Intervention to Enhance Test-Taking Confidence and Reduce Licensure Exam Anxiety Among Black MSW Students

Background and Purpose:

Recent data from the Association of Social Work Boards (ASWB) highlight persistent racial disparities in clinical licensure exam outcomes. While 85% of white exam takers passed on their first attempt, only 46.2% of Black exam takers did so, with similarly lower pass rates for other racially minoritized groups. These disparities are shaped by intersecting structural and educational inequities, including test anxiety, limited access to culturally responsive preparation, and systemic barriers. For many Black MSW students, licensure is not only a professional milestone but also a pathway to economic advancement for themselves and their families—making the stakes especially high. However, few empirically evaluated interventions exist to address licensure-related test anxiety or enhance exam confidence specifically for Black social work students. This study examined the effectiveness of a culturally responsive, group-based intervention designed to increase test-taking confidence and reduce anxiety among Black MSW students preparing for the ASWB licensure exam.

Methods:

A pretest-posttest design was used with a sample of 14 Black MSW students who had not yet taken the licensure exam. The intervention included two full-day (8-hour) in-person sessions featuring guided self-care practices (e.g., meditation, mindfulness, and goal setting), peer discussion, and practice with questions from the Connect Social Work Licensing Master’s Guide. Test-taking self-efficacy and anxiety were measured using 5-item Likert scales. Paired-sample t-tests were conducted using SPSS to assess pre- and post-intervention changes.

Results:

At baseline, 40% of participants reported high confidence in their test-taking ability, and only 27% felt equipped to manage test-related anxiety. Post-intervention findings demonstrated a statistically significant increase in test-taking confidence (p < .001), and a significant reduction in overall test anxiety (p = .037). After the intervention, 80% of students reported high confidence in their test-taking skills, and 73% reported improved ability to manage test-related anxiety.

Conclusions and Implications:

This study provides preliminary evidence that a brief, self-care-informed group intervention can effectively support Black MSW students’ licensure exam readiness by increasing confidence and reducing test-related anxiety. Integrating such interventions into the curriculum may serve as a promising strategy to promote educational equity, enhance student well-being, and address persistent racial disparities in licensure outcomes. In doing so, this approach may contribute to a more diverse and culturally responsive social work workforce. Given the national shortage of behavioral health providers, especially social workers of color and those equipped to serve historically marginalized communities, programs like this may help increase the number of licensed clinical social workers and help fill critical gaps in the mental health workforce. Findings support the need for financial investments in culturally responsive licensure preparation initiatives. Additionally, workforce development policies that prioritize diversity in behavioral health professions could incorporate licensure support programs as part of broader strategies to build a more representative and effective mental health workforce.