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<p>School social work, a&#xa0;field that has undergone dynamic expansion in recent years (and decades), faces the challenge of combining its professional—and, in the case of employment with youth welfare services, also organisational—integration into the child and youth welfare system with its integration into the school system as its primary context of provision. Based on this theoretical positioning of school social work as a&#xa0;field embedded in an organisation with other primary goals (school), this article considers the relevance of organisational support in both contexts (child and youth welfare and school) for the practice of school social work. With regard to this question, both the internal school cooperation of professionals and their socio-spatial perspectives beyond the school location are taken into account. The empirical basis is formed by a&#xa0;subpopulation (specialists in youth welfare organisations, <i>n</i> = 2591) of a&#xa0;nationwide survey of school social workers (<i>n</i> = 5070), for which a&#xa0;structural equation model has been calculated. The analyses show that the actions of school principals are highly relevant to the practice of school social work, especially for internal school cooperation, while support from youth welfare organisations has also a&#xa0;beneficial effect, but only marginally in terms of internal school cooperation and weakly with regard to socio-spatial perspectives. Therefore, even when school social work is organised by youth welfare organisations, social pedagogical expertise is required at the school level, ideally within school management, in order to be able to sustainably support school social work in its internal and external contexts.</p>

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Schulsozialarbeit: doppelt verbunden = doppelt ermöglicht?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月24日

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  • Sebastian Rahn,
  • Lars Bieringer

摘要

School social work, a field that has undergone dynamic expansion in recent years (and decades), faces the challenge of combining its professional—and, in the case of employment with youth welfare services, also organisational—integration into the child and youth welfare system with its integration into the school system as its primary context of provision. Based on this theoretical positioning of school social work as a field embedded in an organisation with other primary goals (school), this article considers the relevance of organisational support in both contexts (child and youth welfare and school) for the practice of school social work. With regard to this question, both the internal school cooperation of professionals and their socio-spatial perspectives beyond the school location are taken into account. The empirical basis is formed by a subpopulation (specialists in youth welfare organisations, n = 2591) of a nationwide survey of school social workers (n = 5070), for which a structural equation model has been calculated. The analyses show that the actions of school principals are highly relevant to the practice of school social work, especially for internal school cooperation, while support from youth welfare organisations has also a beneficial effect, but only marginally in terms of internal school cooperation and weakly with regard to socio-spatial perspectives. Therefore, even when school social work is organised by youth welfare organisations, social pedagogical expertise is required at the school level, ideally within school management, in order to be able to sustainably support school social work in its internal and external contexts.