What does it mean to be a Social Worker in Schools?

For many tamariki, school is far more than a place of learning. It is where friendships are formed, challenges surface, strengths emerge, and where trusted adults can notice when something is not quite right. Anglican Family Care’s Social Workers in Schools service, often known as SWiS, sits quietly but intentionally within this space, offering early, strengths-based support to children and whānau when it is most needed.

Today, our SWiS service is delivered by two dedicated social workers, Katie and Lynda, who are based across five Dunedin schools: Bathgate Park School, Concord School, Carisbrook School, Pine Hill School and Brockville School. By being embedded within the life of each school, they become familiar, trusted faces for tamariki, whānau and staff. This reduces barriers to seeking help and creates opportunities for connection, support and change that might not otherwise be possible.

Across these school communities, the demand for SWiS support remains high. Increasingly, tamariki are navigating complex circumstances that affect their well-being, learning and sense of belonging. In response, the SWiS approach continues to evolve, blending individual support with small group and whole class programmes that build skills such as emotional regulation, cooperation, confidence and resilience. Whether through creative classroom challenges, shared activities at lunchtime, outdoor experiences, or therapeutic groups, the emphasis is always on strengths, relationships and practical support that fits naturally within the school environment.

In this article, Katie and Lynda share their own reflections on what this mahi looks like day to day. Their words offer a window into the moments of connection, growth and hope that sit behind the statistics, and the privilege of walking alongside tamariki and whānau as they navigate challenges together.

What does it mean to be a Social Worker in Schools?

Lynda shared, “Being a Social Worker in Schools was a role I aspired to for a long time. Through previously working in other roles within school settings, I saw firsthand the value of having accessible, responsive supports in place for tamariki and whānau.”

Katie agreed that it was a role she also aspired to right from the beginning.

For both Lynda and Katie, understanding the realities tamariki are facing is central to how they shape their work in schools.

“Being based within the school reduces practical barriers such as time and transport, and it also lessens the stigma often associated with engaging with a social worker. Being a familiar and trusted presence within the school community helps tamariki and whānau feel more comfortable seeking support when it is needed.”

“Many tamariki are currently facing a range of challenges, including the impacts of bullying (both online and in person), having basic needs unmet as a result of the rising cost of living, navigating transitions within school and in their wider lives, experiences of grief and loss, and difficulties with emotional regulation. Social Workers in Schools can support tamariki experiencing these challenges through either group work or individual support, depending on what will best meet the needs of the child. One of the key strengths of the Social Worker in Schools role is the flexibility it allows, enabling interventions to be tailored to best suit each tamaiti and their circumstances.”

“Group and classroom work provides a powerful opportunity to foster friendships through shared experiences and collective learning. Some of the most meaningful learning and growth for tamariki can occur when they are engaging in something new and outside of their usual routines. These shared experiences support connection, belonging, and the development of social skills in ways that feel natural and enjoyable for children.”

One example of this approach is the use of Animal Assisted Learning. Social Workers in Schools run three programmes that use this modality, all of which are highly valued by both tamariki and schools due to the positive outcomes they observe. Horse Sense and Pony Pals are two such programmes, run in collaboration with Riding for the Disabled. Through these groups, tamariki experience the magic of forming connections with horses while developing important life skills such as emotional regulation, confidence, responsibility, and empathy.

PAWS is another Animal Assisted Learning programme that is often run across several SWiS schools. This programme provides tamariki with opportunities to connect with peers from other schools while engaging with their wider community, including visits to places such as the Kaikorai Valley Urban Farm, Riding for the Disabled, and the Botanic Gardens. As part of PAWS, tamariki also learn about safety around dogs through sessions delivered by Dunedin City Council Animal Control.

LEGO based work is another valuable tool used within SWiS, both with individuals and in group settings. This may include structured LEGO® Therapy groups, which support tamariki to practise communication, turn taking, problem solving, and cooperative skills within a clear and supportive framework. LEGO is also used in larger, less structured group settings where the focus is on creativity, imagination, and collaborative play. Across both approaches, tamariki are supported to negotiate roles, share ideas, manage differences, and work alongside their peers in ways that build confidence, strengthen relationships, and enhance a sense of belonging within the school community.

Katie also reflected on why being embedded in the school environment is so important. “Social Workers in Schools also offer classroom and school wide programmes. This approach is a great way to connect with large numbers of tamariki and build lasting relationships with students in the schools. These programmes often include skills-based learning to foster social connection and relationships through fun and useful experiences like classroom wide team building activities, cooking, and gardening. Being able to work with all students at the school expands the reach of the service to students who might otherwise go unnoticed, but who still absolutely benefit from the experiences. It also helps build rapport with students in a safe way that enables trust and communication later on. Many students say that being part of these larger scale opportunities is the one of the primary things that motivates them to come to school each week.”

Lynda went on to explain, “Being based within a school also means we are readily accessible to teachers, deputy principals, and principals. Flexibility and the ability to pivot in response to emerging needs are key aspects of the Social Worker in Schools role. We are often asked to have a quick check in with a student when there are concerns, to understand what may be happening for them and whether further support or intervention is needed. Being embedded in the school environment also allows us to advocate for tamariki by providing context to staff about the reasons behind certain behaviours, helping to build understanding and compassion. Working alongside other organisations to jointly run programmes is another key strength of the role, as it enables tamariki to benefit from a broader range of expertise, resources, and community connections. In addition, we frequently collaborate with external agencies to identify gaps in services and ensure the voice and needs of tamariki are heard and responded to.”

Thank you for supporting this kaupapa

Social Workers in Schools is, at its heart, relational work. It is about trust built over time, about noticing the quiet child in the playground, supporting a classroom to work together more positively, and helping whānau feel less alone as they navigate difficult seasons. The impacts are often subtle, but deeply significant: a child more settled at school, stronger friendships, increased confidence, and whānau feeling more connected and supported.

This work is only possible because of the generosity and commitment of our donors, supporters and partners. Your support enables Anglican Family Care to remain present in schools, responding flexibly and compassionately to the needs that arise, and working alongside schools and whānau to strengthen connection and wellbeing.

We are deeply grateful for the trust you place in us and for your ongoing support of Social Workers in Schools. Together, we are helping to nurture safe, connected and thriving tamariki and whānau across our Dunedin communities.

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