The importance of schools and teachers in child welfare

Abstract

The article begins by challenging what is considered to be the relative neglect by child and family social work of the importance for children of school and teachers. Key roles of school in children's lives are conceptualized. School is argued to have potential as an ally for children, a guarantor of basic protection, a capacity builder, a secure base from which to explore the self and the world, an integrator into community and culture, a gateway to adult opportunities and a resource for parents and communities. It is suggested that school can have a special supportive value for children experiencing adversity, including those in state care or under supervision, those whose parents have divorced, and those recovering from abuse or neglect. The implications of the central importance of schools and teachers for child and family social work are discussed with reference to the child as client, work with teachers, work with the wider school and community, and policies in social work agencies and in education and training programmes for social workers and teachers.

Supporting the education and well-being of children who are looked-after: what is the role of the virtual school?

“…The significant role of schools and teachers in terms of supporting resilient outcomes has been established in social work and educational psychology literature, and schools have been identified as providing the daily context within which young people can form positive relationships with caring and competent people (e.g. Dent et al 2003;Gilligan 1998). Such relationships have the potential to promote positive development, and support the development of self-regulation, self-esteem and self-efficacy, emphasising the important role schools have to play when resilience is viewed as not only reducing risk but also increasing resources and fostering protective systems (Masten 2001(Masten , 2007.…”

“…Harker et al 2004;Jackson et al 2005;Martin and Jackson 2002). Schools are also a crucial microsystem, since they provide the daily learning environment for most CLA, have the potential to enhance resilience and provide an important 'complementary secure base' (Daniel et al 1999;Dent and Cameron 2003;Gilligan 1998). The important role schools play in supporting social and emotional well-being is emphasised in good practice guidelines (NICE 2008(NICE , 2009, and the connections that whole school approaches and school ethos have with pupils' social experiences, overall school attainment and absence have been evidenced ).…”

Differences between paid and unpaid social services for beneficiaries

“…This is because volunteers are not formally obligated to provide such advice (Gilligan, 1998). Beneficiaries consider volunteers more impartial than paid employees, and they attach more value to their dedication and effort (McGonigle, 2002).…”

Perceptions of peers as socialization agents and adjustment in upper secondary school

“…School adjustment is in this context defined as a concept that includes: (a) changes in motivational orientation towards further schooling, (b) alienation from school, (c) intentions to quit school, (d) truancy, and (e) absence from school, all of which seem to be of great significance in late adolescence. Lack of adjustment or failure at school is of concern to educators, educational and school psychologists, social workers as well as parents (Gilligan 1998;Anderson, Hamilton, and Hattie 2004). In many countries a number of students experience adjustment problems in upper secondary school in particular (Caraway & Tucker, 2003;Haegeland, Raaum, & Kirkebøen, 2006;Rumberger & Thomas, 2000).…”