The Role of Social Work in Integrating Mental Health Students in Traditional School Settings: Community Care Approach

Abstract

This ar ticle introduces critical reflection, embedded in critical social work tradition, as a tool to equip social workers with the skills to integrate mental health K-12 students into mainstream school environments. Using the context of community of care model debate, this article examines the seclusion of students impacted by mental health. It is argued that the isolation of mental health students is a form of oppression and injustice that harms a student’s sense of belonging. Therefore, it is recommenced that Social Workers use critical reflection coupled with an intersectional approach as a tool to focus on the interplay and complexity of oppression, inequalities and injustices. The perceived stigma of mental health in school settings require a critical reflection tool, due to the extended isolation of students. This article applies critical reflection and intersectionality to understanding the ideal process of integration for mental health students in a school environment while examining: (1) Student Belonging, (2) Difference and (3) Community Care approach.