Integrating School Social Workers with Guidance and Counsellors in Schools Student Support System: The Case of Lemi Kura Sub-City Two Secondary Schools

Abstract

The importance of social workers in the academic context at schools is not known and practiced in countries like Ethiopia. Their roles were shaded and addressed by school teachers, directors, GCs, parents, homeroom teachers, monitors and other school stuff members. The purpose of this study was to examine the school student support services and identifying the services that are not addressed by GCs and indicating the importance of integrating school social workers in school student support teams in Beshale & Andode Secondary Schools in Lemi Kura Sub-City, Addis Ababa. To collect and analyze the relevant data, a qualitative research method was used. The depth interview included 22 males and females; students, guidance and counselors, directors, homeroom teachers and parents, while the focus group discussion included: 7 females and males. In-depth interviews and focus groups, as well as observation techniques, were employed to collect data. Purposive sampling technique used to select the schools and participants. The finding of the study indicated that, the main role of Guidance and Counselors such as consultation, assessment, direct intervention with children and parents in individual, group, and family modalities and assistance with program development are not addressed by guidance and counselors in those selected government high schools. In relation to this the study recommended that the availability of social workers at schools could bring a solution to the overall social, behavioral and educational problems in government secondary schools.