Social Work Services in Schools: A National Study of Entry-Level Tasks

This article reports on a national study of entry-level job dimensions and tasks performed by school social workers. It distinguishes job dimensions and tasks that school social workers must be able to perform on entry into the school and identifies the tasks they would prefer to perform. Findings suggest that tasks school social workers prefer are more consistent with the needs of pupils and the contemporary challenges facing the school as an institution. However, barriers found within the organization of the school and the administration of school social work services prevent practitioners from focusing on preferred tasks. Implications for practice and educational preparation are discussed.