School Social Work Practice and Response to Intervention

Abstract

School social workers have historically had a great deal of flexibility in the practices they use, yet few studies have systematically examined them. This study used data collected as part of the National School Social Work Survey to examine the practice of school social workers within the context of the principles of the response to intervention (RtI) framework—building capacity, using high-quality interventions, organizing interventions within a multitiered framework, and using data-based decision making. The descriptive data presented in this study provides a preliminary indication of how the practice of school social workers nationally fits within these guiding principles of RtI. Results suggest that whereas some aspects of school social work practice are consistent with RtI principles, other aspects appear to be inconsistent or even at odds with these principles. Specifically, although school social workers see the system’s perspective as a major strength of the profession, their ability to approach student problems through primary prevention efforts and systems change seems limited. The implications for school social work practice and education are discussed.