Perceived Stressors and Coping among School Social Workers: An Action Research Stud

The purpose of this mixed-methods action research (AR) study was to assess and address stress experienced by school social workers. The research included: What are the major perceived stressors among school social workers? What coping strategies are these social workers using to deal with their stress? Finally, what interventions can ameliorate the impact of stress on school social workers? This study included a sample of 14 school social workers from a public school district in Connecticut. The sample population was school social workers from elementary, middle, and high school levels with varying amounts of experience from three to 28 years. The research questions were informed through the use of a mixed-methods approach using structured individual interviews examining workplace stress and coping strategies, as well as three focus groups using the Nominal Group Technique (NGT), and a field researcher's journal. The data indicated moderate to extremely high levels of stress in various forms among all 14 school social workers in this study. Findings yielded a list of actionable recommendations for a proposed district-wide support and stress-reduction program based on NGT generated priorities among the sample for collaboration, supervision, and stress-reduction methods. When school social workers experience less work-related stress, the following can result: Improved service delivery, lowered rates of burnout among social workers, improved feelings of well-being at work, and heightened levels of satisfaction among service providers.