Navigating Policy from the Frontlines: Impacts on the Child Welfare Workforce and Implications for Title IV-E Stipend Program

Background and Purpose:
Frontline child welfare workers must routinely respond to complex and evolving policy landscapes, yet little research explores how state and federal policy changes directly impact their day-to-day practice. Drawing from a larger mixed-methods study examining the Title IV-E stipend program, this qualitative analysis focuses on alumni experiences with recent state and federal policy shifts. The goal is to understand how these changes shape frontline work and to identify opportunities to strengthen workforce preparedness through programs like Title IV-E.

Methods:
This study draws on qualitative data from semi-structured interviews and focus groups with 13 alumni of Title IV-E Stipend programs at two large universities in a southern state. Data were collected between July and August 2022 and analyzed using thematic analysis to identify challenges tied to recent state and federal policy changes.

Results:
Findings revealed two primary themes: (1) frontline challenges in adjusting to state-level policy transformations and (2) the implications of federal policy reforms on day-to-day practice. Participants described significant challenges in navigating shifting policy landscapes at both the state and federal levels. At the state level, alumni reported confusion and stress associated with the ongoing rollout of privatization efforts, which often came with unclear guidance, shifting job expectations, and a lack of consistency across regions. Additionally, they noted challenges in responding to top-down directives influenced by changing political leadership and rhetoric, which created further uncertainty in practice. Lawsuits and litigation affecting child welfare agencies also had a trickle-down effect, placing added pressure on frontline workers without offering corresponding support or training. At the federal level, participants discussed the implementation of the Family First Prevention Services Act (FFPSA), which emphasized a shift toward prevention-based approaches. While many supported the intent of the policy, they expressed concern over inadequate training, unclear implementation plans, and limited resources needed to carry out this new direction. Overall, participants felt ill-equipped to implement rapidly evolving policies and reported a gap between policy expectations and the practical realities they encountered in their roles.

Conclusion and Implications:
Findings emphasize the need for workforce development programs, especially Title IV-E programs, to prepare students with the knowledge and skills to navigate policy in practice while also emphasizing critical thinking and implementation preparedness within their curriculum. By aligning training more closely with real-world policy conditions and fostering adaptability among new workers, Title IV-E programs can better equip graduates to navigate the complexities of state and federal mandates. This alignment is critical not only for worker retention and efficacy but also for the broader goal of responsive and sustainable child welfare systems.