How Social Work Education Fosters Professional Resilience: Student and Newly Qualified Practitioner Perspectives

Abstract

ABSTRACT Navigating complex and evolving practice environments requires resilient social workers. However, education's contribution to professional resilience development is underinvestigated. As part of a longitudinal, qualitative study, this article reports the findings on how social workers as students and then newly qualified practitioners perceived how their education fostered professional resilience. In stage one, interviews were conducted with 23 social work students from eight Australian universities in the final 12 months of their Master of Social Work (Qualifying) degree. In stage two, the sample was reduced to 19, with interviews occurring after approximately six months of practice. Framed by critical theory and social constructionism, narrative inquiry guided the analysis of participants’ perceptions. The results revealed professional resilience is relational and developed through curricula and pedagogy facilitating connection, building knowledge through critical reflection, and preparing students for the realities and complexities of practice. The study extends evidence that transitioning from student to practitioner is a crucial time in social workers’ careers. The findings identify that professional resilience can be fostered by responsive external resources and evidence-based programs offered by universities, practice organisations, and professional bodies. IMPLICATIONS Social workers' resilience relies upon education fostering connection between students, academics, and qualified social workers, incorporating critical reflection and developing knowledge and skills in navigating practice contexts. Field education is integral to this process. Social workers in Australia could benefit from a nationwide program creating a consistent and evidence-informed approach to support newly qualified social workers as they transition into the workforce.