What is your background and inspiration for becoming a school social worker?
My dad was a school administrator and my mom was a special education teacher. I loved the work they did and the connection they had to the community. I knew I could not be a teacher, but I pursued an education in mental health and wanted to advocate for people who needed that support. I later became a military spouse and shifted into social work. I worked in outpatient mental health for five years, but found that I missed the atmosphere of being connected to a school. I shifted my work to support and advocate for students and families in schools when I lived in Virginia, where I worked for 10 years before coming to AWLS. This is my third year here.
You are the first-ever school social worker for the district. What was it like to build the position from the ground up?
It was exciting. I am so incredibly grateful to have worked with the team in Virginia and to come into the role with 10 years of experience. It helped me to understand what school social work could and should look like. I started by meeting with the admin team for a needs assessment to determine the direction we should go, and since then AWLS has allowed me to be creative and build the position in a way that best fits the needs of students as identified by our counselors, administrators and student services departments.
Have you seen more districts embrace the role of a school social worker?
Definitely. When I started here, there were six districts in the NW Ohio region who had social workers. Now there are 32 of us that meet quarterly.
What is driving the increase?
Following the pandemic, there has been an increased awareness of the mental health needs of our communities. Districts have come to understand that students and their families have needs and ensuring students are prepared for learning includes connecting them with the resources they need. Social workers help to break down barriers to access and encourage families to approach the school when they need help. We do a lot of deliberate outreach to families with needs and educating staff members to help them better understand mental health and student trauma… and how they can affect learning. It has supported the overall wellness of students.
How has the community responded?
I think initially the community felt that there wasn’t a need here. That this type of support was not needed in a District as affluent and connected as ours. But they have started to see that there are students and families that do need this type of support. One of the best ways to see the community response is through our partnership with neighborhood bridges. There has been such a positive and generous response to the program. It’s been great to see it working as intended to bridge the gap between a students’ needs and the community’s willingness to support others.
What does a typical day look like for you as a school social worker?
There is no typical day, but I love that it is constantly changing, and I’m always moving. My home base is at the high school, but I get the honor of supporting all six of our buildings. It means I can start my day with a hug from a student in kindergarten and end my day talking with a student about post-graduation plans…and everything in between.
I often work individually with students in crisis, or just meet with them for a quick check-in. I also communicate a lot with families and cherish the work with connecting them to resources in the school and community. This can take the shape of a phone call or email, or even a home visit. It is important to meet families where they are - it helps to shift the relationship from home vs. school to families and their schools working together instead.
I also frequently consult with school nurses, counselors, administrators and teachers to provide and receive updates, answer questions and offer support.
My work includes:
helping people overcome the fear of asking for support and help when it is needed.
raising awareness of the existence of needs in our community
responding to the increase in mental health support needs for children and adolescents
What are some of the biggest challenges you help students and families navigate?
One of the biggest misconceptions that exists is the perception that AW is a community of “haves” but we do have some “have nots” in our community, and my work helps to make sure they have access to the resources and opportunities that are available to here.
Another big hurdle is the limited youth mental health resources in our area. The need has increased, but the services have not, which means that families can have a 4-6 week wait time for services.
We try to support as much as we can through the counseling staff and help to fill that gap to make sure students are okay until we can connect them to support. We really leave no stone unturned when it comes to looking for resources. We make phone calls to agencies and bounce ideas off the other social workers in the area to find those connections. It’s also important that we support families who are worried about their child and are overwhelmed by navigating the system and resources.
What resources or programs do you feel are making an impact?
neighborhood bridges has been a great partner in making sure students have what they need to be successful. The weekend food bag program is also a great resource for families who are facing food insecurity, and they have responded well to increasing needs in that area.
We have also put together a Community Resource Guide for all AW families. It can be a great place to start when looking for any number of supports in our community.
Just the increase in conversation around mental health and the needs of our students also benefits them. It has helped to raise awareness of our students’ needs and how best to support them. It’s been very collaborative and I have a lot of support.
What is the most rewarding part of your job?
Seeing the resilience that our students show every day. Some kids have a really difficult walk – and to see them come out of the other side of these challenges is really rewarding.
I actually ran into a student from Virginia while I was attending a conference in Baltimore. She immediately recognized me and shared how she was doing as a young adult. She thanked me for the support that she received during her time at school and for believing in her. It was fulfilling to see her doing so well.
How do you measure success in your role?
I ask myself the question, was I able to support a family in making positive traction this week? Even if the answer is “just one” then it has been a successful week.
In what areas do you think that you have made the most impact?
Access. Our families feel like they have access to things they didn't have in the past. I think our families feel more comfortable reaching out for help from the schools.
I also think that some of this comes from a societal shift that has opened the conversation around mental health and the need to meet people where they are. Having more school social workers employed in our region has also raised the bar in being able to support more students and families.
Where do you think that there is still work to be done?
The need is outpacing the resources. There needs to be more mental health support for students and families in this area. Each community is also very different and having resources in place that understand the unique needs of the AW community versus different parts of Lucas County is also important. Need in suburban schools can look very different from urban schools so it is sometimes overlooked by agencies and organizations.
There is also a need to increase access to services. Gas is expensive, cars need repair, time away from work isn’t always possible – so just getting to some of the services can be challenging.
How has the response been from the District staff?
We have a really, really caring and empathetic staff. When things are brought to their attention, they are always responsive and supportive. I think that I’m just the reminder – I help to bring awareness to the needs, but they are also really good at identifying a need. And we are all a little better at approaching each other as people who may need a gentle touch. You never know what baggage someone is carrying.
We are making progress and there are conversations that I can have with staff now that it never would have occurred to them that we need to have. It’s an open door that we didn’t have before and we can have conversations around why this is important.
What advice do you give someone who is struggling?
How do you eat an elephant? One bite at a time. There is always a way to take a big crushing problem and make it manageable. And we focus on making forward progress a little at a time.
If you could give one piece of advice to students, what would it be?
Do not live on an island. You don’t have to manage things on your own. There is always someone who is willing to support you.
What do you enjoy most about working at AW?
There is a genuine car and compassion for students. You see that in the pride though our community and the way we rally around our students to see them find success. That level of intimate care is something that sets AW apart from my previous district.
How do you take care of your own well-being while supporting others?
This administration really respects the boundaries of home and work. After hours, the administrators really take responsibility for things that pop up. I can never shut it off completely, but I have had to learn to put some things on a shelf and remember that it will be there tomorrow.
My family keeps me busy and cooking is a good stress reliever for me. When the weather is nice, I love being outside.
What’s something people might be surprised to learn about your role?
I think it shocks people when I tell them I go on home visits. It’s a bit of a new perspective or concept here, but it makes a big difference. It’s an honor to be invited into someone’s home. We recognize that it can be a big deal for them and I love being able to get to know families in this way.