Date of Award

5-2025

Document Type

Access Controlled Thesis

Department

Education

First Advisor

Christine Uliassi

Abstract

Early elementary grades, K-2, are regarded as crucial grades for a child’s development. Due to the COVID-19 Pandemic, children who were in grades K-2 and are now in grades 3-5 have missed the crucial opportunity for the conventional learning experiences that aid their academic, social, and emotional development. Social workers play a vital role in recognizing and addressing these gaps by providing support and resources to children and their families. The focus of this research is to qualitatively compile data through exploratory interviews on the experiences and evolving practices of school social workers currently working with children in grades 3-5 to uncover the observed behavioral and emotional changes and needed supports. In addition to highlighting shifts in service delivery and increased collaboration with teachers and families, findings also revealed systemic barriers, such as high caseloads, emotional strain, and inconsistent referral processes, that impact the effectiveness of school-based support. Understanding these key changes from the social worker’s perspective can inform future interventions and improve the identification and support of students' mental health, academic progress, and social-emotional development. This study is guided by the following research questions: (1) How do school social workers describe the social emotional effects on students since COVID-19? (2) How have social workers' roles evolved? (3) What challenges are school social workers reporting?

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