A Social Work Intervention’s Effects on the Improvement of School Culture

research approach in two Georgian schools. THEORETICAL BASE: This approach links
theory and practice and empowers participants through self-consciousness raising, and as well
it emphasizes practitioner action for change in conjunction with rigorous reflection on practice
and careful gathering and analysis of data. METHODS: The mixed methodology was used for
collecting data from schools. Quantitative data were gathered at both schools in the total of 4
pilot classes (81students of elementary grades), which had children with special educational needs
(CSEN). The qualitative study involved students in upper grades, administration representatives,
as well as parents and teachers of students from all grades. The effects of intervention were
analyzed using pre and post intervention design. OUTCOMES: The study revealed statistically
significant changes in terms of improvements in the class climate/school culture. SOCIAL WORK
IMPLICATIONS: The outcomes of the present study indicate that social work intervention in
schools is effective. It is important for schools to have social workers who will work to enhance the
psycho-emotional and social well being of students, as well as to improve the school climate and
the work undertaken with families and the community.