Educational achievement can be impacted by a range of factors such as social determinants of health, socioeconomic and social disadvantage, family circumstances, mental health, and social skills. While teachers are often concerned about these issues, their responsibility is the education of students, and their ability to provide individual support to students is limited.
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Social work practitioners are well placed to work in school settings to support and assist children who face socio-economic and educational disadvantage and thereby facilitate the ability of children to better engage in education. Social workers are able to implement strategies with individuals, student groups, staff, and community members, which contribute to the educational process and student engagement. School social work is internationally recognized with social workers operating in schools in many countries. In Australia, some school settings have social workers, but this is limited and not consistent across the country.
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Field education or practicum experience is regarded as a significant element of the pedagogy in social work professional education. Given the recognition of school social work, a school-based field education practicum can be a valuable learning context for social work students. The University of New England social work program recognized the value of this learning context and, as a regional university, the particular disadvantage faced by students in rural areas. In response a Social Work in Schools field education program was developed.
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This paper discusses a case study of a social work field education program that has promoted the introduction of the social work role in rural schools in Australia, where there are few social workers. This program has seen strong support from schools and social work students, which had resulted in rapid expansion of the program and benefits to schools and their students.