Successes from the Educator-to-Social Worker Pathway Program: Evidence for Future "Grow Your Own" School Social Work Models

Background and Purpose: Since COVID-19, schools across the U.S. have experienced rising needs for behavioral and mental health supports. Over the past decade, youth mental health symptomology has increased by over 40% (CDC, 2022), yet schools face growing shortages in behavioral health professionals. To address these gaps, a large Midwestern school district launched a “grow your own” initiative to transition 25 mid-career teachers into school social work roles by fully funding their MSW degrees through a two-year hybrid program. This presentation will share findings from the successful graduation of 25 educators from a MSW program and their transition into school-based mental health specialist roles during their first year of employment—highlighting early outcomes, policy implications for addressing workforce shortages, and the potential of sustainable ‘grow your own’ models to meet long-term youth mental health needs.

Methods: This mixed-methods research study included pre- and post-test surveys assessing growth in social work competencies over time, two years of semi-structured interviews about the program design and implementation, and retention data from the first year of employment as mental health specialists. Teachers enrolled in the MSW program and study consented to a five-year longitudinal evaluation. The research team, in collaboration with district leaders and MSW program faculty, examined implementation inputs, systems-level adaptations, coursework alignment, and workforce outcomes.

Findings: Findings illustrate how leveraging ESSER funds enabled a sustainable pathway for addressing workforce shortages. Quantitative survey results demonstrate significant growth in school mental health knowledge and competencies. Interview data from two years of follow-up highlight the transition experiences of educators into school social work roles and the challenges and assets they brought to the field. Retention data from the first year of employment suggest strong initial placement outcomes and alignment between prior teaching experience and effective school social work practice.

Conclusions and Implications: This innovative policy pilot shows promise as a scalable model for increasing behavioral health capacity in schools. Embedding former teachers into clinical roles supports both early identification and delivery of school-based mental health services. This presentation will detail the implementation strategies, workforce outcomes, and recommendations for policy replication, emphasizing how universities and districts can co-design hybrid pathways to address urgent youth mental health needs.