The challenges of school social work in Malta

Abstract

The main goal of school social work is to enable students to function and learn in the school environment (Openshaw, L., 2008). In a school context, the primary goal is to educate students and focus on educational programmes that the school determines as the most valid for adolescents. On the other hand, the concept of ‘failure’ in adolescents’ education can be widely considered as a complex issue with various relevant perspectives. This qualitative study shows that the reasons for school failures are constantly evolving and are related to various aspects, as this results in the divided views about the reasons for failure. Martell Teasley et al. (2012), argue what in fact blocks the role of school social workers from implementing their interventions and identify barriers such as unreachable educators and parents, low resources, time limitations, miscommunications with school educators and administration employees (Teasley, Canifield, Archuleta, Crutchfield, & Chavis, 2012). For the purpose of this study, eight structured, one-to-one interviews with school social workers working at secondary level in Independent, Church, and Government schools were conducted in order to gain an in-depth understanding of the difficulties that school social workers encounter. Interviews were selected as the data collection tool, due to their appropriateness for a qualitative study. Furthermore, data was transcribed and categorised by coding various related themes.

The crux of this study is related to the research question - What difficulties do school social workers in the secondary education system encounter in supporting those students that are at greater risk of failing academically?

Consequently, results show that, the lack of therapeutic supervision to school social workers, the conflicts between professionals during multidisciplinary practices, and the limited financial and human resources, are the main salient difficulties that school social workers encounter. Further to the above, the researcher recommended; • A school programme to develop a sense of socialisation where the values of social behaviour, friendships, appreciation of different cultures and building relationships are enhanced. • School social workers need to have a representative when education policies and legislations are being drafted. • A common approach/perspective/method with other professionals in interventions. • Seminars with parents/carers on the role of school social work and the services’ positive benefits. • A thorough analysis is required to determine if the job description fits with the job demands, which would be complemented with a professional audit to propose professional changes. • Monitoring according to students’ academic assessment not attendance sheet. • Integrated alternative learning programs within the school setting. • Therapeutic Supervision. One of the pillars to provide a professional social work practice is that the social worker is to have professional supervision sessions in a structured practice. • Various other qualitative studies are to keep on analysing the sector.

Consequently, with similar studies, school social work can keep its momentum to improve the educational system in Malta and contribute to have better societies in future.