Melissa Evans, MSW, LSW, C-SSWS, Doctoral Candidate, obtained her Bachelor of Arts in Psychology with a minor in Criminal Justice from Alvernia University in 2007. She completed her Master’s in Social Work at Marywood University in 2015 and received her license from the state of Pennsylvania in 2016. In 2023, she embarked on her doctoral journey at the University of Kentucky, with an expected graduation in May 2025.
Melissa’s research interests focus on the benefits of employing social workers in school settings and addressing misconceptions about their role. Her capstone project, “The Misunderstood Role of School Social Work: Moving from Misconception to Collaboration,” underscores her dedication to supporting students and families.
Melissa has extensive experience in counseling, behavioral intervention, case management, court testimony, adoption work, medical social work, early childhood mental health, suicide risk and threat assessments, crisis intervention, and multidisciplinary team collaboration. In her current role at Manheim Central School District, she supports students and families within the community and serves as the school district’s homeless liaison. Following graduation, Melissa would like to continue advocating for social worker employment in school districts and educate stakeholders on the unique skills and benefits social workers provide.
DSW Showcase Student Presentation
Melissa Evans
MSW, LSW, C-SSWS, DSW Candidate
The Misunderstood Role of School Social Work: Moving From Misconception to Collaboration
Concentration - Administrative Leadership
- Tuesday, April 29, 2025 -
- 2:30 pm
Abstract
School social workers are crucial in supporting students, families, and school staff by addressing the social-emotional needs of students, consulting and being a support to staff, and providing resources to students and families within the community. However, there is often a disconnect between school administrators and social workers due to misunderstandings about the social worker’s role and responsibilities. These challenges can lead to frustration and burnout, reducing the effectiveness of service delivery. To bridge this gap, it is essential to educate district staff on social workers’ roles, ethical standards, and positive impacts, including their ability to engage families, reduce disciplinary issues, and support teachers in managing challenging behaviors. Ethical considerations, such as confidentiality and the balance between social work standards and educational laws, further complicate this dynamic. Additionally, social workers face caseload challenges, particularly in districts with high mental health needs, which are often misaligned with recommended standards. Interdisciplinary collaboration and mutual understanding between educators and social workers are vital in developing collaborative relationships.