A Critical Analysis of School Social Work: Role Conceptualization, Knowledge Competencies, and Systemic Challenges

Background: School social workers (SSWs) play a pivotal role in supporting students' mental health, behavioral needs, and academic success, particularly for those navigating complex social environments. Despite the increasing reliance on SSWs in educational settings, the profession continues to face significant challenges related to role ambiguity, insufficient training on educational systems, and systemic barriers that hinder effective service delivery. While national frameworks like the National School Social Work Practice Model 2.0 aim to provide guidance, the translation of these models into daily practice remains inconsistent. This study critically explores how the role of school social workers is understood, the knowledge competencies that are prioritized, and the systemic challenges that shape their ability to serve diverse student populations.

Methods: This qualitative study employed semi-structured interviews with 16 experienced SSWs from various school settings in a southern state in the U.S. Participants were selected to reflect diversity in district location, school level served, years of experience, as well as racial and gender identities. Interviews took place via Zoom between February and March 2025 and explored key areas such as early career challenges, knowledge gaps, model implementation, interprofessional collaboration, and student needs. Verbatim transcripts of the interviews were analyzed using Braun and Clarke’s reflexive thematic analysis method. Coding was performed iteratively to identify both common patterns and context-specific experiences.

Results:
Four major themes emerged from the analysis:

1. Role Ambiguity and Misrecognition – Participants often reported that school staff, administrators, and parents misunderstood or underrecognized their clinical role.
2. Disconnect Between MSW Preparation and Educational Realities – Most participants indicated that their graduate training did not adequately prepare them for navigating educational policies, governance, or interdisciplinary school dynamics.
3. Challenges in Implementing the National School Social Work Practice Model – Although the model provides conceptual clarity, limited institutional awareness and support hinder its integration into practice.
4. Strategic Adaptation and Advocacy – Participants described how they have learned to define their roles, build interdisciplinary relationships, and advocate for services despite institutional constraints.

Implications: The findings indicate a need for curriculum reform in MSW programs that teach school social work. Programs should emphasize community and school relationships, policy navigation, and the implementation of national models. While at the district and school level, SSWs should be provided with more transparent onboarding processes and clarified role expectations. At the same time, systemic reforms are necessary to address SSWs ratios, administrative support, funding mechanisms, and the navigation of new policies and laws. The findings of this study also highlight the need to advocate for the profession to recognize school social work as an essential and well-defined aspect of student support infrastructure, ensuring alignment between training, expectations, and real-world practice.