Exploring challenges school social workers face when advocating services for childhood trauma and abandonment

ABSTRACT

School social workers focus on the growth and development of school-age youth by connecting students with resources in the school and community. One population that school social workers provide services for is youth with childhood traumatic backgrounds. This population may have increased behavioral problems, absenteeism, and lower academic achievement. The purpose of this generic qualitative study was to better understand what challenges school social workers face when advocating services for school-aged youth experiencing trauma due to neglect from being abandoned. Bronfenbrenner's ecological system theory was the conceptual framework. Ten licensed master social workers employed as school social workers in the Midlands region of South Carolina were recruited from school districts and public information. Data were collected through semistructured interviews. The five themes that emerged from content analysis of interview data were as follows set-aside intervention time for school social work and related services, a restricted school environment and involvement, awareness concerning the need for family support, barriers to services before COVID-19 and during and after the COVID-19 shutdown, and development of skills to provide services in unpredictable circumstances. Implications for positive social change include policy-level changes within schools to include daily time for social work services and mandated training in the field of social work for trauma-informed care and preparedness during unprecedented events. By implementing these changes, school leaders and policy makers may be able to provide school social workers with the support and services they need to promote the well-being of youth in their care. . (PsycInfo Database Record (c) 2022 APA, all rights reserved)