Collaboration and Challenges in School Social Work Within South African Public Schools: A Case of the Gauteng Province

Abstract

In collaboration with various stakeholders, including learners, parents, teachers, district administrators, and community organizations, school social workers (SSWs) can positively influence the school ethos, reduce risks and barriers to learning, and increase learners’ resilience. This collaboration is particularly crucial in low- and middle-income countries, where psychosocial well-being support structures are lacking, significantly affecting learners’ well-being. This exploratory qualitative study aimed to explore the nature of collaboration in the practice of school social work in South African public schools in Gauteng province. Semi-structured interviews were conducted with 17 SSWs who provided informed consent. Reflexive thematic analysis confirms that SSWs actively promote and participate in interdisciplinary and inter-organizational collaboration to support learners. These collaborations were crucial for addressing complex issues such as child protection, substance abuse, mental health, and poverty. However, the identified challenges include limited participation by experts, key stakeholders, and parents, as well as poor coordination between the social development and education departments. These challenges hinder SSWs’ ability to address learners’ diverse needs effectively. Therefore, the study argues for a shift toward more formalized, uniform partnerships and proposes operational strategies to strengthen collaboration and the practice of school social work within the broader school system.