School Social Workers, Trauma-Informed Care, and Posttraumatic Growth: A Winning Combination in Education

Abstract

In the United States, schools provide services far beyond education. Schools commonly serve as social service and mental health hubs, creating burdens beyond the scope of teachers and administrators. School social workers (SSWs) are uniquely trained to be key staff members to ensure students and their families receive needed services; however, barriers to hiring SSWs commonly exist. Adverse Childhood Experiences (ACE), trauma, toxic stress, and repercussions of COVID-19 have resulted in a significant increase in negative behavioral presentations in classrooms, causing more schools to adopt trauma-informed care (TIC) initiatives. Coupling posttraumatic growth philosophies with on-campus social work services enhances the overall well-being of the student body and educational efficacy, as well as teacher satisfaction, resulting in longevity in their positions. Research indicates that SSWs and on-campus social services in educational settings are highly beneficial, with implications for students, families, and school staff alike.