Professional Social Workers in School Setting to Address the Growing Challenges and Building Supportive Educational Environments

School social work is pivotal in effectively addressing the social, emotional, and behavioural needs of students within educational settings. Emerging in the early 20th century in the United States, this field was initially designed to bridge the gap between schools and families, especially within marginalised communities. It has since evolved on a global scale, adapting to various cultural and educational contexts (Huxtable & Blyth, 2002). Today, the emphasis is on preventive and early intervention strategies that take into account the ecological factors influencing student well-being and academic achievement.

In India, regions like Kerala are beginning to recognise the vital role of school social workers in confronting pressing issues, including mental health challenges, academic stress, family conflict, and child abuse. Non-governmental organisations (NGOs) and private institutions often employ dedicated professionals with a Master of Social Work (MSW) degree to support students and facilitate communication among families, schools, and external service providers.

In Maharashtra, the Tata Institute of Social Sciences (TISS) has taken significant steps to place trained social workers in municipal schools in Mumbai, where they tackle critical problems such as child labour, abuse, truancy, and high dropout rates. These professionals also play a crucial role in developing and implementing life skills and psychosocial programmes. Nonetheless, significant challenges persist, such as the absence of a standardised national policy, limited access in rural and government-run schools, and inconsistent application across different regions.

In Nagaland, an alarming rise in psychosocial issues within schools including bullying, suicide, substance abuse, and behavioural problems underlines the urgent need for professional intervention through school social work. Disturbing incidents, such as the violent assault of a student from Don Bosco Higher Secondary School, Kohima and a bullying case involving school girls in Chümoukedima, highlight the critical demand for support. When individuals are affected by various problems, it is important for them to seek guidance and solutions from professionals (Kapur, 2019).

Furthermore, reports from The Morung Express (2020) indicate that 35–43% of students aged 13–15 engage in smokeless tobacco use, while rising cannabis use among younger students contributes to absenteeism and significant academic setbacks. These challenges present an essential opportunity for school social workers to provide early, targeted interventions.

The National Education Policy (NEP) 2020 emphasises the necessity of trained counsellors and social workers in nurturing students' comprehensive growth. Social workers serve as crucial connectors among schools, families, and communities, addressing social barriers and championing inclusive education. Their involvement is particularly vital for ensuring that students from marginalized backgrounds have fair access to resources. The NEP's focus on mentorship and holistic education can be significantly enhanced through the integration of social workers, who uphold empathy, personal growth, and social responsibility among learners.

While India currently lacks specific eligibility criteria for school social workers, international models provide valuable guidance. In the United States, requirements differ by state but generally involve an MSW degree, supervised clinical hours, and a licensure exam. National bodies like the National Association of Social Workers (NASW) and the Council on Social Work Education (CSWE) offer essential frameworks and standards. Similarly, in Canada, each province establishes its own licensing requirements, often correlated with local labour market needs and regulatory standards, necessitating a formal degree in social work.

Given the escalating psychosocial challenges faced by students in educational institutions across India and Nagaland, it is crucial for both governmental and private educational institutions to prioritize and actively integrate professional school social workers into the school system. The government must take decisive action to create standardised policies, allocate dedicated resources, and establish a transparent hiring framework for qualified social workers in educational settings.

By institutionalising school social work as a fundamental component of education, both private and public sectors can guarantee timely interventions; promote mental and emotional well-being for the holistic development of every student. Investing on school social workers is not merely a policy choice; it is a strategic imperative for cultivating a healthier, more equitable, and resilient educational ecosystem for all.

Dr. Toli H. Kiba,

Assistant Professor, North East Institute of Social Sciences and Research (NEISSR), 7th Mile Chumoukedima

Dr. Fr. C. P. Anto, Principal, NEISSR