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Author ORCID Identifier
Date Available
5-13-2025
Year of Publication
2025
Document Type
Capstone
Degree Name
Doctor of Social Work (DSW)
College
Social Work
Department/School/Program
Social Work
Faculty
Dr. Laura Escobar-Ratliff
Abstract
This capstone examined the school social worker’s role in family engagement in K–12 education. It consists of three products that collectively review the current literature, conceptualize a gap in practice, and provide a tangible application to school social work in Kentucky. The first product, the systematic literature review, critically examines literature related to the school social worker’s role in family engagement policy and practices to inform an understanding of increasing engagement at the macro level. A narrative review was conducted to assess common themes. There was substantially limited research regarding this topic, showcasing a knowledge gap. The literature primarily revealed school social workers serving as micro-level practitioners providing direct services in the form of clinical services, psychoeducation, and basic needs support. Limited research addressed the school social worker’s role in policy development and systems-level practice. This gap led to the conceptualization of school social workers as leaders in family engagement in K–12 education—support that is well supported by research and critically important for students from diverse and historically marginalized backgrounds.
Despite well-documented benefits and federal mandates, family engagement remains underutilized in schools. Thus, the second product offers a conceptual change to support family engagement practices. Because of their specialized training and adaptive skills, school social workers are uniquely positioned to address these gaps. Their adaptability enables them to advocate for policies promoting family engagement while also providing direct, tailored support to families. This structural change brings immediate implications for student behavior and academic achievement, as well as long-term societal benefits. The final product explores the potential for elevating school social workers into macro-level leadership roles focused on family engagement. They possess critical expertise in cultural competence, systems theory, and interprofessional collaboration, positioning them to lead inclusive and equitable initiatives. Their training in advocacy and policy implementation supports their ability to drive systemic change. However, structural limitations—such as narrow role definitions, exclusion from leadership, and insufficient support—hinder full engagement in these responsibilities. Addressing these challenges requires policy revisions, increased funding, and professional development. Implications for practice emphasize the need for advocacy and coalition-building to redefine roles. Policy recommendations include revising job descriptions, mandating leadership inclusion, and allocating resources. School social work education must evolve to include coursework in leadership and policy advocacy. Future research should examine the outcomes of school social workers in leadership to inform best practices and support policy shifts. By addressing these considerations, school social work can advance equitable, culturally responsive family engagement practices that enhance student achievement and long-term success.
Recommended Citation
Onkst, Amber, "Shifting the Paradigm: Empowering School Social Workers as Leaders in Family Engagement Policy and Practices in K-12 Education" (2025). DSW Capstone Projects. 90.
https://uknowledge.uky.edu/csw_grad_reports/90
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Leadership Commons, Elementary Education Commons, Social Work Commons
