School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice.…

There is limited empirical evidence about educational interventions for students experiencing homelessness, who experience distinct disadvantages compared to their low-income peers. We explore how two school staffing interventions in New York City shaped attendance outcomes of students experiencing homelessness using administrative records from…

This US-based study examined the experiences of school counselors and social workers implementing a systems-oriented, programmatic student support practice model, City Connects, within high-need urban contexts. The City Connects model represents current best practices in student support, positioning school counselors and social workers primarily…

Background: Among the most contested topics within special education research concerns racial disparities in students identified with disabilities. This phenomenon, referred to as disproportionality in special education placement, is historically rooted in concerns surrounding the overrepresentation of Black students in special education across…

School social workers are challenged with the responsibility to clinically assist students to the extent that they are ready to learn in school. Because social, emotional, and behavioral issues impact student readiness to learn, these issues clearly fall within the purview of school social work. However, many school social workers have a limited…

As the classroom is an influential setting for students, new models for collaboration between teachers and school social workers are essential for meeting student needs. This article discusses the literature and model for one such intervention, classroom solutions: working on what works. Through pilot data presented from nine classrooms and two…

The No Child Left Behind Act of 2001 (NCLB) initiated sweeping changes to the U.S. educational system. However, many have argued that NCLB is not accomplishing its stated purposes of improving education for disadvantaged students and closing the achievement gap. This policy analysis sheds light on the social and emotional risk factors that prevent…