Date of Conferral

9-30-2025

Degree

Doctor of Social Work (DSW)

School

Social Work

Advisor

Dorothy Scotten

Abstract

Children with disabilities in underserved New Jersey communities are disproportionately exposed to trauma due to compounding systemic inequities. This basic qualitative study explored how school social workers support these students through special education case management. Grounded in disability critical race theory, the trauma-informed schools framework, and ecological systems theory, the study addressed the primary needs of trauma-exposed students with disabilities and the supports and challenges school social workers face in meeting those needs. Semi-structured interviews with 9 school social workers revealed core student needs: emotional and relational safety, access to school-based mental health services, trauma-informed individualized education program (IEP) supports, and family engagement. Identified facilitators included collegial collaboration, supportive leadership, access to community-based resources, strong student–family relationships, and social workers’ intentional use of self. Reported barriers involved high caseloads, emotionally taxing responsibilities, inconsistent trauma training, unmet IEP needs, reallocation of special education resources, unsupportive leadership and school climates, limited trauma and disability specific services, and broader sociopolitical stressors. Recommendations include workload reform, trauma-informed IEPs, adoption of schoolwide trauma-informed frameworks, training for leadership and staff, reflective supervision, elevated social worker leadership, strengthened caregiver engagement, and inclusive, disability-specific, culturally affirming supports. Findings support positive social change by advancing healing-centered, equity-driven, and sustainable practices in special education.

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