Introduction

This chapter focuses on working constructively with key stakeholders in social work education, namely the university and other key personnel, such as practice learning coordinators and social work tutors. The chapter has resonance for social work tutors, as the discussion highlights research that evidences difficult and angry relationships that may emerge when students are struggling on placement. The chapter goes on to examine research into tutors’ experiences of working with struggling or failing students and their views of practice educators. The chapter considers the reasons for difficult relationships that sometimes emerge between the field and the academy, particularly when issues of struggling students arise. It encourages critical thinking about various forms of power and power differentials that might explain some of the conflict that emerges, and considers theories around defences against anxiety. Finally, the chapter asks reflective questions, with the overall aim of helping practitioners and tutors to work positively together.

Anger and blame

As documented in Chapter Three, the experience of working with failure can be incredibly emotionally painful. The chapter highlighted the stress and pain of failing a student (and of being failed). It is noted, however, that within the research the focus has tended to centre on practice educators’ experiences at the expense perhaps of tutors’ and, more importantly, students’ experiences. Over the years, as an on- and offsite practice educator and social work tutor, I have observed how the pain of this experience not only affects the assessment process in adverse ways, as documented in Chapter Four, but also damages relationships between the field and the academy. It is the latter that the current chapter focuses on. The importance of constructive working relationships cannot be overstated, as a key facet of good practice in managing and supporting struggling students is to work together as a united front to ensure that assessment is fair and transparent and that the university's policies and procedures are enacted to ensure due process.