School Social Workers and Educational Outcomes

Alvarez, Michelle E.; Bye, Lynn; Bryant, Randy; Mumm, Ann Marie

doi:10.1093/cs/cdt019

Cited by 16 publications

(16 citation statements)

References 21 publications

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“…This suggests that the adoption of multiple intervention agents and levels in the curriculum of school social work can help in acquiring effective strategies geared towards addressing the academic and behavioural issues of students. Alvarez et al (2013) found, in their study of 100 of the largest school districts in the United States, that the number of students who complete high school is much higher in districts that employ the services of social workers in their schools as compared to schools without social workers. Similar results were found by Alvarez and Anderson-Ketchmark (2010) in their assessment of the 'Check & Connect' programme, indicating that school social work practice and its programmes, which are aimed at improving school achievement and attendance and addressing behavioural issues of students, positively affect their retention and completion rates.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Sporadic attempts have been made by several researchers to ascertain the effects school social workers can have on the school climate (Alvarez et al, 2013; Comer, 1984; Eccles et al, 1993; Homana et al, 2006). Those by Alvarez et al (2013), which sought to examine whether school social workers influence educational outcomes in the United States, found that school-based practitioners have the potential to improve school climates, encourage parental involvement, link students with resources and provide access to student support services.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Empirical evidence (Allen-Meares, 2006; Alvarez et al, 2013; Constable, 2008; Joefowicz-Simbeni and Israel, 2006; Kim and Streeter, 2008; Shaffer, 2006) indicates that school social work interventions can have a positive influence on students’ academic performance, but the current education system in Ghana does not include school social work services such as counselling, brokering and advocacy. Although the Ghana Education Service (GES) provides guidance and counselling in schools, this service is being offered by teachers who double as counsellors.…”

Section: Introductionmentioning

confidence: 99%

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Workers needed to foster improved academic performance: Perspectives of social workers and education officers in Ghana

Ampomah

2021

International Social Work

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This study examines the perceptions of social welfare and education officers in Ghana about school social work practice and its possible contributions to improving academic performance at the basic level of education. Qualitative data were collected through two focus group discussions with social workers and education officers. Participants expressed views that school social work interventions are needed to strengthen the bond between the home and the school, help students deal with psycho-social problems, and reduce the burden on teachers. Suggestions were also made on the best ways to foster the practice of school social work in Ghana. Theses coalesced around three core themes: active engagement of stakeholders, a robust funding mechanism to develop and sustain social work interventions in schools, and a long-term agenda to train and recruit more school social workers.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Workers needed to foster improved academic performance: Perspectives of social workers and education officers in Ghana

Ampomah

2021

International Social Work

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“…The evidence shows a positive impact of school social work on education goals and on student academic performance and achievement (Alvarez, Bye, Bryant, & Mumm, 2013;Jonson-Reid, Kontak, Citerman, Essma, & Fezzi, 2004;Newsome, Anderson-Butcher, Fink, Hall, & Huffer, 2008;Pritchard & Williams, 2001), which reinforces social workers' practice wisdom (Sherman, 2016). Alvarez and colleagues (2013) analyzed school social work outcomes in the USA and found evidence that supports that the number of school social workers is a predictor of high school completion, even when poverty rates are controlled.…”

Section: ) Statesmentioning

confidence: 99%

“…These professionals "support student's educational success, especially those who are marginalized by poverty, oppression, disability and other personal or social problems" (Huxtable, 2013, p. 1). If social workers' knowledge and skills are vital in the work to make the education mission and process effective (Alvarez et al, 2013;Constable, 2015), how effective can be their work with inappropriate ratios and workloads? Given that the Portuguese ratio is one social worker for every 12,086 students, we can say that social intervention does not seem to be a priority of educational policies in this country.…”

Section: R P I C Smentioning

confidence: 99%

Social work in public schools: Ratios of students per social worker in Portugal

Mendes¹,

Guadalupe

2019

Rev Port Inv Comp Soc

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Aim: This research estimates the ratio of students per social worker in public schools in Portugal. Methods: Documentary analysis was used to collect data following three steps, with specific criteria: 1) official documentary sources were first used to identify the schools that allow hiring social workers; 2) evidence was collected of their employability in the institutional webpage of each school; 3) a database was built, at the national and regional level for continental Portugal. Results: One hundred and twelve social workers have been identified in a universe of 811 public schools (grouped and ungrouped schools). The national ratio social worker/students in all schools of continental Portugal was 1:12,086, varying between 1:8,753 and 1:22,237. The ratio in the schools that have social worker(s) was 1:1,394, varying between 1:1,210 and 1:1,768, depending on the region. Conclusions: School social workers are very residual in the public school, highlighting alarming and unequal territorial ratios social worker-students. The results make clear the disinvestment in the profession and its aims in the education field. These results call on national and European organizations of social workers to recommend ratios of students per social worker, requiring a major investment in this crucial area of social intervention.

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School Social Work in Sweden—Who are the Children in Counselling, and What Support are They Offered? A Protocol Study About Individual Counselling in Elementary Schools

Kjellgren,

Lilliehorn,

Markström

2023

Child Adolesc Soc Work J

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The overall aim of the present study is to describe and explore the characteristics and content of school social worker’s (SSWs) individual counselling with children as these are imprinted in session protocols collected at Swedish elementary schools. Specific focus is placed on the character of the children’s concerns, the content of the SSW’s helping strategies, and challenges related to the alliance between the SSW and the children as experienced by the SSW. The study was based on data from a survey protocol of 20 SSW’s daily practice regarding their experiences in counselling children and adolescents. The data consisted of 193 protocols from the same number of unique individual sessions. Data were analysed through quantitative descriptive statistics. The data also contained a large proportion of open-ended textual answers, which were analysed through a qualitative summative content analysis. The counselling strategies were primarily divided into three parts, namely coaching, processing, and assessing. The most common practice elements used included elements of empowerment, alliance and relationship, and hope and trust. In counselling children, SSWs identified a broad range of problems in children’s overall lives. Many children suffered from their home situations, which also impinged upon the SSWs, who were affected by the children’s life narrative. Our results can help inform SSW policy and practices as SSWs assist vulnerable children through individual counselling that corresponds to their help-seeking behaviour and by offering a space for alliances and relationships.

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School Social Workers and Educational Outcomes

Cited by 16 publications

References 21 publications

Workers needed to foster improved academic performance: Perspectives of social workers and education officers in Ghana

Workers needed to foster improved academic performance: Perspectives of social workers and education officers in Ghana

Social work in public schools: Ratios of students per social worker in Portugal

School Social Work in Sweden—Who are the Children in Counselling, and What Support are They Offered? A Protocol Study About Individual Counselling in Elementary Schools

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