A range of psycho-socio-educational outcomes were compared with matched schools, who received only the ‘standard’ educational social work provision, i.e. one ESW to between six or eight schools.
The project leader’s role was first to provide parental support, helping to reduce any family disturbance, which might impact upon the child’s ability to bnefit from their education. This involved counselling, practical advice and oftenbeing an advocate with other agencies on behalf of the school’s families. The second most important aspect of the ESW’s role was offering a consultative service to teachers about their concerns about troubled or troublesome children
Study Results: Better outcomes were found in the project schools: halving truancy; reducing delinquency, improving teachers’morale and pupils’educational achievements.
Reference: Pritchard, C., & Williams, R. (2001). A three-year comparative longitudinal study of a school-based social work family service to reduce truancy, delinquency and school exclusions. Journal Of Social Welfare & Family Law, 23(1), 23-43. doi:10.1080/09649060010012255
Level of Evidence: Very Good