School Social Workers in Practice: A Transcendental Phenomenological Study on Understanding Role Navigation and Providing Mental Health Support in Educational Settings

This transcendental phenomenological study examined the lived experiences of school social workers as they navigated their professional roles in supporting student mental health within educational settings. Grounded in Organizational Role Theory and Ecological Systems Theory, the study explored the meanings participants assigned to their roles, the challenges they encountered, and factors that supported or hindered their work. Purposeful sampling was used to recruit 11 licensed and unlicensed school social workers employed in the South Florida Tri-County area. Data were collected through in-depth, semi-structured interviews and analyzed using epoché, horizontalization, and thematic clustering. Findings revealed four interrelated themes: navigating roles and professional identity, building relationships and collaboration, systemic barriers and institutional constraints, and meaning, resilience, and commitment to the work. Participants described ongoing role ambiguity and systemic challenges while sustaining a strong commitment to student mental health. The essence of the phenomenon reflected navigating role ambiguity while maintaining commitment to student mental health within complex school systems. Findings have implications for role clarity, professional preparation, leadership, and collaborative school-based mental health practices.