Impact of State Policies in Iowa on the National School Social Work Practice Model 2.0

Iowa’s education system is experiencing major transformations following new legislation signed by Governor Reynolds in early 2024. The most significant legislation shifts special education oversight from Area Education Agencies (AEAs), where many school social workers are employed, to the Iowa Department of Education and reallocates $68 million in general education funding directly to school districts. As a result, nearly 500 AEA employees have resigned or retired, marking the highest staff turnover in five years (Gruber-Miller, 2024). In response, AEAs are sharing staff and focusing on essential services like special education, but these adjustments are creating new challenges. Recent legislative actions and a strained mental health system have left these school social workers with fewer resources to address these needs.

These changes have had a profound impact on school social workers, who are tasked with supporting vulnerable students, particularly those who are marginalized and historically minoritized, such as black, indigenous, and people of color (BIPOC) and LGBTQ+ youth, and individuals with intellectual differences.

Students with intersecting identities, like neurodivergent transgender youth of color, face the highest risks (Strang et al., 2018; Trevor Project, 2024). Reduced staffing and constrained budgets have made it increasingly difficult to provide essential mental health and advocacy services, which are central to the National School Social Work Practice Model 2.0 (Tan & School Social Work Association of America [SSWAA], in press). These shortages have further amplified the challenges school social workers encounter in fulfilling their ethical duty to promote equity and provide crucial support to students.

Compounding these challenges, the Iowa Department of Education (n.d.) identifies “at risk” students, such as homeless children and dropouts, as needing systematic support. Research on marginalized groups, specifically BIPOC LGBTQ+ youth, reveals a strong correlation with high rates of homelessness and school dropouts (Trevor Project, 2024).

However, recent legislative changes and a strained mental health system have reduced the resources available to school social workers to meet these students’ needs. Additionally, some of Iowa’s new laws allow untrained individuals to take on roles meant for professional social workers, further complicating the delivery of effective, evidence-based interventions. This study seeks to contribute to fostering a more inclusive and equitable educational environment, addressing the challenges posed by state legislation. It examines the impact of state policies and school leadership on school social workers’ ability to implement the National School Social Work Practice Model 2.0 and support at-risk and historically minoritized and marginalized students. The findings offer recommendations for social justice advocacy to improve educational and health outcomes, with implications that extend beyond Iowa to other states facing similar legislative challenges.

Relevance of the National School Social Work Practice Model 2.0

The National School Social Work Practice Model 2.0 was developed to promote equity, social–emotional learning (SEL), and academic achievement by systematically supporting students across three domains: academic performance, social–emotional well-being, and home–school–community partnerships (Tan & SSWAA, in press). For Iowa school social workers, this model is vital; however, recent legislative measures in Iowa that reduce SEL curriculum, increase the presence of school resource officers (SROs), and allow teachers to carry firearms undermine the core principles of fostering supportive and safe school environments. In addition, Iowa’s education policies have reduced funding for diversity, equity, and inclusion (DEI) initiatives, restricted LGBTQ+ rights, and banned LGBTQ+ topics in grades K–6, making it increasingly challenging to achieve the practice model’s goals of promoting inclusion and equitable access to resources within the state (Tan & SSWAA, in press).

Research Findings

This study aimed to explore how recent legislative changes in Iowa have impacted school social workers’ ability to implement the National School Social Work Practice Model 2.0, with a focus on supporting historically minoritized and marginalized students. To address this question, a cross-sectional survey was conducted with MSW-qualified school social workers in Iowa (N = 17), using convenience sampling. Participants were recruited by distributing an online survey link through local professional associations, AEAs, and alumni networks from university social work programs.

The online survey conducted in June 2024 assessed participants’ awareness of recent policy changes, the impact of these policy changes on vulnerable students, and the support provided by school leadership to help social workers navigate these challenges. Participants from nine different Iowa counties provided both quantitative and qualitative data, and we analyzed these data through descriptive statistics and thematic analysis. All participants had an MSW, and 50 percent had over 20 years of experience; the average amount of experience was 14 years. The study was approved by a university institutional review board, with participants giving informed consent and being assured anonymity.

Results revealed that 76 percent of participants were fully aware of recent legislative changes, including the restructuring of AEAs, where many school social workers are employed. However, fewer participants were familiar with certain key policies. For instance, 54 percent were unaware of legislation overhauling Iowa’s civil rights boards and commissions, which eliminated 74 boards, consolidated nine boards into three, and altered the powers and composition of some panels. Additionally, 45 percent of participants were unfamiliar with policies that eliminated mandatory HIV/AIDS education and revised social studies standards to focus on significant figures and events from Iowa, the United States, and Western history. The least familiar policy, known to only 27 percent of participants, pertaining to religious rights, requires the government to prove a compelling interest in and to use the least restrictive means when actions burden religious freedoms.

Most importantly, 82 percent of participants indicated that recent policy changes hindered their ability to implement the National School Social Work Practice Model 2.0, particularly in supporting historically minoritized and marginalized students, such as BIPOC and LGBTQ+ youth. Participants highlighted several key challenges, including insufficient mental health resources, increased stigma, and forced disclosure of student identities. Overall, 70.6 percent of participants felt recent policies were significantly detrimental to students. For instance, one participant stated, “I work with very frightened students who are questioning their identities.” Another participant shared, “I am highly concerned with the changes in social studies curriculum. The legislation disaffirms historical oppression in an alarming way.” Additionally, a participant described:

The lack of mental health resources is creating a problem for families where they either travel (often out of state) or go without much needed services. Without the services there is an increase in need for DHS [U.S. Department of Homeland Security], police, and extra burden on the schools to counteract the problems.

Conversely, a lone participant viewed the policy changes positively, stating:

Female students feel safer knowing they will only compete against other females. Girls work very hard in their sports and believe it’s fair since biological males have inherent advantages. Moreover, students prefer not to discuss sex or gender identity at school; they believe such discussions belong at home. They’re there to learn, and discussing others’ sexual identities or preferences is seen as inappropriate. Many perceive DEI initiatives as reverse racism. Students feel that everyone should be treated respectfully and that giving special treatment to some over others doesn’t seem fair to the majority.

Many participants expressed that they are required to accomplish more with fewer resources. One participant noted:

It is difficult to support equity when laws are threatening our school staff from supporting students from minority groups . . . making school staff feel uneasy about standing up for students for the risk of their jobs. To support students who are not out, you have to break the law.

Another participant stated, “We need policies that support the safety and inclusion of minority groups (LGBTQIA, religious minorities, racial minorities, etc.). . . . Not allowing students to learn about something doesn’t make it not exist.”

The thematic analysis of the qualitative responses revealed seven major areas of concern for school social workers. Participants highlighted a lack of protection and support, citing insufficient resources to adequately support historically minoritized, LGBTQ+, and special education students. Additionally, many noted teacher and student discomfort, as teachers’ reluctance to discuss personal matters left students without trusted adults to confide in. Policies that created a sense of unwelcomeness were found to increase stigma and bullying, particularly affecting marginalized students. Forced disclosure policies, requiring parental permission for students to use pronouns, resulted in the outing of students, further complicating their well-being. School social workers also expressed fear and ambiguity regarding how to navigate these new laws, limiting their ability to offer open support. Perceptions of fairness were mixed, with some participants viewing gender-based sports and DEI initiatives as unfair or even “reverse racism.” Last, participants observed increasing mental health struggles among students, which contributed to frequent emotional outbursts and higher absenteeism rates.

School social workers voiced concerns about increasing workloads, limited resources, and curriculum restrictions. Funding cuts were identified as a significant barrier by 94 percent of participants, with many expecting additional challenges in the 2025 school year due to ongoing financial constraints. Despite these issues, 81 percent reported having supportive leadership in their districts, though many felt that clearer, more proactive strategies were necessary to navigate the evolving landscape.

Conclusion

The findings of this study reveal significant obstacles for Iowa school social workers in implementing the National School Social Work Practice Model 2.0, largely due to recent legislative changes. These challenges are particularly pronounced in supporting historically minoritized and marginalized students, with negative effects on several core aspects of the model. The domains of student learning and social–emotional development have been severely impacted. Reduced resources and restrictive policies make it difficult for social workers to promote academic success and emotional well-being, especially for BIPOC and LGBTQ+ students as well as those with special needs.

Furthermore, the ability to foster effective home–school–community collaboration is compromised by laws that create exclusionary environments, making it harder to build the supportive networks necessary for student success. In terms of the model’s focus areas, both advocacy and intervention are hindered. School social workers are facing significant limitations in advocating for historically minoritized and marginalized students and implementing meaningful interventions due to resource shortages and legislative barriers. The ability to deliver services comprehensively is also affected, as staff shortages and reduced funding have forced social workers to take on larger workloads with fewer resources, limiting their ability to provide essential support. The principles of equity and access, central to the model, are likewise compromised.

Discriminatory policies make it difficult for social workers to ensure equity, and reduced access to mental health resources further exacerbates disparities for these students. Critical professional activities, such as case management, program development, and advocacy for policy reform, are constrained by the current environment, preventing social workers from fully adhering to the National School Social Work Practice Model 2.0.

Implications for Practice and Further Research

Although the study’s small sample size and timing during summer break pose limitations, the findings highlight the urgent need for strategic changes to advance social justice advocacy and foster educational equity within schools. We recommend reassessing these findings after the 2025 school year and incorporating macro-level approaches such as policy education, grassroots capacity building, and coalition formation to improve school climates and support sustainable changes. School social workers in Iowa are facing limited resources, rising stigma, bullying, and increasing mental health challenges like anxiety and depression, especially among LGBTQ+ youth, with transgender students being the most affected. This emphasizes the critical need for enhanced mental health services, stronger support for LGBTQ+ students, and more robust advocacy for inclusive school policies (Trevor Project, 2024).

Key recommendations include improving training on the effects of policy changes, strengthening partnerships with community organizations to bolster equity and inclusion efforts, advocating for the implementation of universal SEL programs, and conducting regular wellness screenings. Additionally, shifting from punitive measures, often employed by SROs, to restorative practices can help reduce the school-to-prison pipeline and foster a greater sense of belonging among students (Mallett, 2018).

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