The Experiences of School Social Workers in the New York City Public School System

Background: The passage of the No Child Left Behind Act (NCLB) in 2002 placed increased pressure on public schools to raise academic performance and close achievement gaps across racial and economic lines (Lee & Reeves, 2012). In response, states implemented standardized testing to monitor student progress. While intended to improve outcomes, these policies often led to unintended consequences, including reduced attention to students’ emotional and social needs (Abrams, Pedulla, & Madus, 2003). This is especially concerning for students in low-income areas, whose outside challenges affect both learning and mental health (Duncan & Murane, 2014). In this high-stakes educational climate, the role of school social workers is more crucial than ever. These professionals face increasing demands as they support students with heightened mental health and academic needs amid evolving and often contradictory policy shifts.

Purpose: This qualitative study explored the experiences of public school social workers in New York City, with a focus on those employed by nonprofit organizations. The research examined how organizational structures, school cultures, and interprofessional relationships shape social workers’ daily experiences and job performance. It also considered whether job satisfaction influences work quality. The aim was to provide insight into how school social workers navigate their roles, collaborate with stakeholders, and manage competing priorities within urban educational settings. Findings may be useful in improving organizational environments and promoting better outcomes for students in high-need communities.

Methods: This cross-sectional, qualitative study used in-depth interviews with 21 public school social workers employed by nonprofit organizations in New York City. Participants discussed how they achieve their goals, collaborate with teachers and administrators, and manage relationships with students and parents. The study examined how they navigate institutional cultures, school expectations, and nonprofit values while providing mental health support to students in high-demand urban schools.

Results & Implications: Participants reported daily challenges resulting from school and organizational policies, including cultural clashes between schools and their employing nonprofits. These misalignments sometimes led to feelings that student well-being was not prioritized. Despite these challenges, social workers described positive relationships with students and moments of professional fulfillment. They spoke of the need to be flexible with administrators, empathetic with teachers, and patient with students and families. Ultimately, their job satisfaction was linked to seeing students succeed, even in small ways. However, frustrations remained around difficult administrative relationships and rigid disciplinary policies. The findings suggest that social workers in schools must possess resilience, prioritize self-care, and value the process of helping others. This study underscores the importance of understanding the unique position of nonprofit-employed social workers in public schools and the need to better align institutional goals for the benefit of at-risk student populations. Lastly, this study highlights the importance of peer support, safe work environments, and training in stress management techniques—all of which can improve productivity and resilience while helping professionals feel supported when navigating complex institutional and cultural dynamics.