School social workers’ discretionary practice in Sweden: The need for professional creativity

2025/12/29 by Sandra Lindström, Kerstin Svensson
Psychology · Social Sciences · #Child Abuse and Trauma #Education Discipline and Inequality #Social Work Education and Practice

paper · doi:10.1177/00208728251400279

crossref issued 2025/12/29 · crossref published 2025/12/29 · crossref published-online 2025/12/29 · openalex created_date 2025/12/29 · openalex publication_date 2025/12/29 · crossref created 2025/12/29 · crossref published-print 2026/07/01 · openalex updated_date 2026/07/02 · crossref deposited 2026/07/31 · crossref indexed 2026/07/31

Abstract

This study aims to highlight school social workers’ professional self-perception and how they manage their broad discretion. The empirical data is based on open-ended responses from a survey of 215 school social workers in upper secondary schools in Sweden. The responses have been analysed using thematic text analysis. The results show that school social workers and the school organisation are continuously engaged in a coordinated dance, where social workers must follow steps dictated by time constraints, collaboration with other professions, method application and more. They navigate a complex choreography, often finding themselves dancing solo to an uncertain tune.

Citations

• Professional Discretion and Accountability in the Welfare State
• The Standard Definition of Creativity
• Creativity and Culture
• Using thematic analysis in psychology

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