Understanding self-compassion in field education

This paper explores how field instructors understand and address self-compassion within social work education. Drawing on responses from instructors across varied placements, it reflects the formal and informal ways self-compassion shows up in supervision, and the consequences when self-compassion is collapsed into self-care rather than understood as its own set of practices. The findings point to a shared recognition that self-compassion is essential for sustainability in the profession, but also that it’s rarely taught explicitly. The implications for supervision and competency development within field education are noteworthy especially as we consider the emotional toll of the work and the structures that either support or undermine students’ ability to stay grounded. The findings suggest that self-compassion is valued, but not systematically taught.