This study investigates the prevalence, sources, and correlates of stress and burnout among school social workers in Connecticut, with a primary focus on how these factors influence well-being, service quality, and equity in school social work practice. Utilizing surveys and focus groups across a diverse range of school districts, the research explores how school social workers interpret and implement professional standards, adapt practices to support students, and navigate systemic challenges. Reflexive thematic analysis will be used for qualitative data; quantitative data will be examined using descriptive methods and multiple linear regression methods. The study incorporates participatory approaches, engaging an advisory board of practicing school social workers throughout the research process. Findings will inform policy and practice, identifying key stressors, coping strategies, and organizational supports needed to enhance school social worker well-being, advance equity in education, practice with students, families, and community, particularly in relation to academic, social, and emotional well-being. As a secondary aim, the study will also explore the role of mindfulness practices in supporting school social workers' well-being and addressing burnout in this high-stress field.

Start Date: May 2025
End Date: June 2026

Research Team

Principal Investigator: Caitlin Elsaesser, University of Connecticut
Co-PI  Gio Iacono, University of Connecticut