Introduction

This chapter considers the challenges around identifying a student struggling or at risk of failing their placement, not least given the varieties of practice and the current tensions in social work, the contested nature of the practice educator role and the lack of a clearly defined standard about what is good enough practice. The chapter considers the difference between a short term, or perhaps temporary, block to learning and something more substantial, longer term and concerning. The chapter then goes on to consider the behaviours and issues that may be indicative of a student struggling or failing. The chapter explores the challenges around this and the possible adverse impact of labelling on a student's ability to be open about their learning needs. It urges caution about a sole reliance on the trait approach to identifying a struggling or failing student and will further consider what it is to fail a placement. The chapter also considers issues around discrimination and prejudice and considers the research that focuses on groups at risk of failure and slow progression.

Learning processes

All students experience challenges and difficulties on placements. Student practitioners, like all of us, learn at different speeds and in particular ways. We all have a preferred learning style, acknowledging that learning styles’ inventories and questionnaires are a rather blunt tool in thinking about our own learning processes. It is also important to remember that students have very different starting points, in terms of previous experiences, both personal and professional as well as educational. It is imperative that practice educators consider the starting point of the student placed with them, and have clearly articulated notions of expected development over the course of the placement. Development, however, might not necessarily be linear. What is also important in this complicated debate is to consider the difference between so-called ‘normal’ and temporary blocks to learning and development, and something more concerning, that might be indicative that there is a potential that the student may not reach the required standards.