Abstract This qualitative study examines the escalating crisis of burnout among school social workers in the United States. Building on a groundbreaking 2021 study that first documented the prevalence of school social worker burnout during the COVID-19 pandemic, the current study sought to explore the enduring dynamics that perpetuate experiences of burnout in school social workers. In addition to ongoing challenges associated with limited resources, role conflict, and significant student mental health needs, participants highlighted the compounding impact of an increasingly hostile sociopolitical climate marked by anti-LGBTQ+ legislation; diversity, equity, inclusion, and belonging restrictions; and immigration enforcement actions that directly impede school social workers’ ability to fulfill National Association of Social Workers Code of Ethics commitments and uphold associated professional values. Study findings confirm the profession is at a crossroads, particularly given the second Trump administration’s intensified targeting of policies, programs, and practices central to school social work. Implications of study findings include the need to reconceptualize “self”-care to include advocacy efforts that address sources of moral distress and perpetuate systemic transformation.
Abstract Mass school shootings and overall school violence have caused increased fear among students and the general public. However, refugee students are less familiar with this phenomenon upon resettling to the United States. Drawing on 30 in-depth interviews with refugee high school students who resettled to a Midwestern city, this phenomenological case study considers the environmental and experiential factors contributing to refugee youth’s perceptions of safety in the U.S. school environment. The authors use Bronfenbrenner’s ecological systems theory to examine and interpret the ways in which refugee students experience and perceive mass school shootings and school safety, particularly through social media. Results indicate that refugee youth feel a mixture of shock, anxiety, hopelessness, and fear of being potential victims of gun violence at school. The findings are noteworthy given refugee youth’s prior experiences with or knowledge of political violence and persecution. This study concludes with recommendations for school social workers to help refugee students feel safer at school and adjust to the prevalence of American gun violence.
Abstract Youth homelessness in the United States remains a critical issue, each year affecting an estimated 4.2 million individuals ages 13 to 25. This study examines how homelessness influences adolescent physical, emotional, social, and academic well-being and whether school connectedness helps lessen these effects. Using data from the nationally representative 2021 Youth Risk Behavior Surveillance Survey of 8,527 high school students, binary logistic regression was used to analyze relationships between homelessness, feelings of closeness at school, and multiple well-being outcomes. Most students reported feeling close to others at school, suggesting social connectedness as a potential protective factor. Results indicated that homelessness significantly increased the likelihood of substance use, including alcohol (odds ratio [OR] = 3.661, p < .001). Conversely, school connectedness was associated with reduced odds of poor mental health (OR = 0.456, p < .001), demonstrating a clear protective effect for emotional well-being. However, interaction terms between homelessness and school connectedness were not statistically significant, indicating that connectedness does not fully mitigate adverse outcomes. These findings highlight the severe implications of homelessness for adolescents, particularly regarding substance use and mental health, and suggest that while school connectedness supports emotional well-being, additional interventions are needed to address broader risks.
Abstract Collaboration between families and schools is fundamental for the educational inclusion of autistic students. This study examined the relationship between teachers’ perceptions of family involvement and their attitudes toward working with autistic students. A total of 98 teachers working with autistic children participated in the study. Serial mediation models were conducted using the bootstrap procedure. The results showed that perception of parental involvement mediated the relationship between teachers’ emotional response to working with children with autism spectrum disorder (ASD) and their expectations of a child’s chances of improvement. They also revealed that teachers’ emotional response to working with children with ASD mediated the relationship between perception of parental involvement and their evaluation and perception of pupils’ parents. The findings of this study support the need to promote collaboration between families and teachers of autistic children through social work as a way to foster positive attitudes toward working with this student population and promote their educational inclusion.
