Date of Conferral

10-16-2025

Degree

Doctor of Social Work (DSW)

School

Social Work

Advisor

So'Nia Gilkey

Abstract

Barriers to brokering therapeutic services cause challenges for school social workers to address their students’ mental health needs, especially in Georgia, where students’ mental health needs are high. The purpose of this qualitative study was to explore school social workers’ perceptions of the system barriers related to brokering these services. The research questions explored school social workers’ perceptions of brokering on-site versus community-based therapeutic services in the state of Georgia. In addition, this study inquired about the system barriers that school social workers face when brokering these services. This study was grounded in the ecological systems theory, which argues that human development is influenced by interactions within complex systems in an individual’s environment. A generic qualitative research design was used to collect data through semistructured interviews with 10 school social workers. Purposive sampling was used to recruit study participants. The data collected from participants in this study were analyzed using Braun and Clarke’s thematic analysis process. Four final themes were identified: (a) perceptions, stigma, and attitudes toward school-based versus community-based services; (b) systemic and structural barriers challenging school-based services; (c) systemic and structural barriers challenging community-based services; and (d) systemic strengthening through education, collaboration, and advocacy. School and community-based therapeutic services face micro-, meso-, exo-, and macrosystem barriers. These findings can have implications for positive social change by influencing social work practice, informing school social workers about system barriers that hinder access to services, and providing recommendations to address those barriers.

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