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This paper sought to explore and describe the roles and responsibilities of social workers in addiction management. The researchers adopted a qualitative approach and used a multiple-case study design. Purposive and convenience sampling techniques were used to select social workers who specialise in substance/addiction management from two Non-Governmental Organisations and one Government Department. Individual interviews and focus group discussions were used to gather data, then thematically analysed. The study's findings indicated that social service practitioners' roles and responsibilities in the public and private sectors are blurry. It was further found that there is role confusion due to a lack of clarity on this issue as some staff tends to shift their responsibilities. This article provides lenses for higher education institutions in tailoring social work programs to address addiction management issues, as there is a persistent need for the development of a curriculum responding to addiction in social work

This research study investigated the critical role of school social workers within the educational landscape of Mankweng Circuit, South Africa. School social workers play a pivotal role in addressing the multifaceted challenges faced by students, their families, and school communities. Through a qualitative research approach, we conducted in-depth interviews with principals and circuit managers to explore their perspectives on the role of school social workers in promoting holistic student development, improving school climate, and addressing socio-emotional barriers to learning. The findings uncover the multifaceted challenges faced by school social workers, including limited resources, high caseloads, and the need for ongoing professional development. The implications of this research are significant, shedding light on the critical need for recognising and investing in the roles of school social workers in South African education. The insights gained from this study can inform policymakers, educators, and stakeholders in the field of education on the imperative of integrating school social workers into the educational system as vital contributors to the overall success and well-being of students. Ultimately, this research contributes to the ongoing discourse on strengthening the educational support system in South Africa and beyond.

School social work has become a globally recognized specialty, but its limited integration into South African schools risks worsening psychosocial issues among learners and increasing teachers' stress. The present research explored teachers' and parents' perceptions regarding the need for school social work services to address learners' psychosocial challenges and support teachers in two underprivileged schools in South Africa. Ten high school teachers and four parents from two underprivileged high schools participated in interviews as part of a qualitative research approach. The study employed reflexive thematic analysis to analyze the collected data. The findings revealed that teachers actively observed learners’ psychosocial problems and that current support structures were inadequate, as learners were referred to community-level social workers. While teachers attempted to support learners, learners were often reluctant to disclose sensitive issues; teachers lacked appropriate training in supporting learners and were overwhelmed by this non-academic role. School social workers were advocated for and viewed as offering dual benefits: providing individualized, holistic services to learners and their parents, and equipping educators with tools to better navigate learners’ psychosocial issues. We recommend the formal incorporation of school social workers in underprivileged schools to strengthen support systems, reduce pressure on teachers, and promote holistic learner development.

School social work has become a globally recognized specialty, but its limited integration into South African schools risks worsening psychosocial issues among learners and increasing teachers' stress. The present research explored teachers' and parents' perceptions regarding the need for school social work services to address learners' psychosocial challenges and support teachers in two underprivileged schools in South Africa. Ten high school teachers and four parents from two underprivileged high schools participated in interviews as part of a qualitative research approach. The study employed reflexive thematic analysis to analyze the collected data. The findings revealed that teachers actively observed learners’ psychosocial problems and that current support structures were inadequate, as learners were referred to community-level social workers. While teachers attempted to support learners, learners were often reluctant to disclose sensitive issues; teachers lacked appropriate training in supporting learners and were overwhelmed by this non-academic role. School social workers were advocated for and viewed as offering dual benefits: providing individualized, holistic services to learners and their parents, and equipping educators with tools to better navigate learners’ psychosocial issues. We recommend the formal incorporation of school social workers in underprivileged schools to strengthen support systems, reduce pressure on teachers, and promote holistic learner development.

This research study investigated the critical role of school social workers within the educational landscape of Mankweng Circuit, South Africa. School social workers play a pivotal role in addressing the multifaceted challenges faced by students, their families, and school communities. Through a qualitative research approach, we conducted in-depth interviews with principals and circuit managers to explore their perspectives on the role of school social workers in promoting holistic student development, improving school climate, and addressing socio-emotional barriers to learning. The findings uncover the multifaceted challenges faced by school social workers, including limited resources, high caseloads, and the need for ongoing professional development. The implications of this research are significant, shedding light on the critical need for recognising and investing in the roles of school social workers in South African education. The insights gained from this study can inform policymakers, educators, and stakeholders in the field of education on the imperative of integrating school social workers into the educational system as vital contributors to the overall success and well-being of students. Ultimately, this research contributes to the ongoing discourse on strengthening the educational support system in South Africa and beyond.

This paper sought to explore and describe the roles and responsibilities of social workers in addiction management. The researchers adopted a qualitative approach and used a multiple-case study design. Purposive and convenience sampling techniques were used to select social workers who specialise in substance/addiction management from two Non-Governmental Organisations and one Government Department. Individual interviews and focus group discussions were used to gather data, then thematically analysed. The study's findings indicated that social service practitioners' roles and responsibilities in the public and private sectors are blurry. It was further found that there is role confusion due to a lack of clarity on this issue as some staff tends to shift their responsibilities. This article provides lenses for higher education institutions in tailoring social work programs to address addiction management issues, as there is a persistent need for the development of a curriculum responding to addiction in social work