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Back to schools: Human services workers increasing opportunities for early intervention and social inclusion from the school base

Published online by Cambridge University Press:  29 February 2016

Gail Winkworth  and
Morag McArthur
Gail Winkworth
Affiliation:
Senior Research Fellow, Institute of Child Protection Studies, Email: gail.winkworth@acu.edu.au
Morag McArthur
Affiliation:
Director, Institute of Child Protection Studies, Email: morag.mcarthur@acu.edu.au, Australian Catholic University, PO Box 256, Dickson ACT 2602
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Abstract

This paper argues that Australia is lagging behind in recognising the important role social workers and other human services workers can play in schools to improve social and educational outcomes for students. It reports on a small, school-based, human services program, the Schools as Communities program, located in the Australian Capital Territory, and outlines key themes that emerged in interviews with principals and other school staff about the program's effectiveness. The program's outreach workers, who were mostly social workers, had a dual role working with individual families and facilitating community development initiatives of benefit to the school community. Case studies demonstrate how their presence contributed to earlier involvement and support of vulnerable families. They also illustrate that the school setting enabled social workers to work more effectively to build social inclusion in local communities. The paper argues the case for using a wider range of human services professionals from the school base and calls upon education and human services systems to create more effective governance arrangements to make this possible. An expansion of the traditional disciplinary base of education to incorporate social workers and other human services professionals who are skilled at working across multiple domains is essential if schools are to maximise the impact of early intervention and prevention in working towards a more socially inclusive society.

Type
Research Article
Information
Children Australia , Volume 33 , Issue 4 , 2008 , pp. 5 - 12
Copyright
Copyright © Cambridge University Press 2008

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