The state of school social work practice in the Gauteng Province: an exploration and analysis of practice experiences and education and training needs.

Abstract

School social work is crucial for the overall well-being of learners, including their psychological, social, and emotional health, as well as their academic success. The study aimed to explore the current state of school social work practice in South Africa’s Gauteng province, with particular attention to the professional roles of school social workers, national and provincial policies and documents that inform the practice, and the contextual factors that influence school social workers’ practice, and the education and training needs of school social workers. Guided by Social Constructionism Theory and Critical Social Theory, this study used an exploratory qualitative approach, situated within the interpretive paradigm. Data were collected through interviews with 22 social workers (school social workers, supervisors, and school social work programme managers), and through a document review using the READ approach. Reflexive thematic analysis revealed the practice roles of school social work at the micro, mezzo, and macro levels, providing one-on-one support interventions, family interventions, and group work with learners, teachers, and school administrators. Contextually, school social work in the province was supported and perceived as vital, with social workers and the overall practice being well-received. However, the practice faces significant barriers, including administrative and staffing challenges, role confusion among school personnel regarding the functions of social workers, and difficulties with interprofessional collaboration. While most practitioners held certifications in school social work practice, there was a strong call for continuous specialized training, particularly in addressing evolving issues like mental health, and emphasized the importance of prior social work experience before school placement. Through these findings, the study recommends practice guidelines and operational strategies for effective school social work practice and proposes relevant ongoing training for school social workers.