School Social Workers' Roles in Special Education Service Delivery: An Exploratory Study

Background and Purpose

School Social Workers (SSWs) are critical providers of essential special education (SPED) services across the United States. The recognition of SSWs as related service providers within the Individuals with Disabilities Education Act (IDEA) played a critical role in the integration of social workers into schools and the emergence of SSW as a distinct field. IDEA remains one of the primary mechanisms through which SSW positions are created and sustained in the US.

Despite this, research has not adequately explored the role of SPED services in SSW practice. Research affirms that most SSWs in the US provide some special education services and often feel unprepared to do so. Yet, we do not know what this service provision looks like, how it varies across the country, and how preparation needs might vary in response. This study sought to answer the question, "to what degree and in what ways are school social workers involved in providing special education services?" in order to add to growing dialogues about the pre-service preparation needs of SSWs.

Methods

Using an exploratory cross-sectional survey design, we collected data from 236 school social workers in the United States recruited through email list-serves and social media pages of state and national school social work groups. Participants came from small/rural (40.25%), medium/suburban (29.66%), and large/urban (22.46%) districts in 32 states. The survey assessed professional background, training experiences, caseload characteristics, time allocation across job functions, and job satisfaction. Descriptive statistics were calculated to identify patterns in service delivery and SSW involvement in SPED.

Results

60.17% of surveyed SSWs provided SPED services. A relatively small proportion exclusively provided these services (13.98%). Providers serving both general education and SPED populations were the largest group (46.19%). Overall, only 36% of participants reported receiving specialized SPED training. Within those providing SPED services, only 52.11% had SPED training.

Caseloads were substantial and higher for SPED-only providers, with 53.13% of this group serving 30-50 students, and 21.88% serving more than 50 students. For combined providers, caseloads were lower with 25.69% serving 30-50 students and 9.67% serving more than 50.

Time allocation varied significantly by role, with 75.75% of exclusive SPED providers dedicating 50% or more of their time to direct IEP services while remaining time was used for IEP meetings, consultation, and crisis intervention. Combined role providers reflected more varied patterns of time use and a stronger emphasis on consultative activities including student and team meetings, behavioral support, and crisis intervention. Within this group, 37.62% reported 50% or more of their time providing direct services to SPED students and 26.6% reported at least 50% of their time going to general education students.

Conclusions and Implications

This study highlights significant variation in SSWs engagement with special education. The prevalence of combined-role providers suggests that many SSWs must develop competencies across both general and special education domains. Furthermore, among the majority of SSWs who provide SPED services, most do so without pre-service training. These findings suggest a need for increased integration SPED content into pre-service SSW preparation.