ABSTRACT
This research investigates the role of social workers in enhancing students' academic performance in Egor L.G.A, Edo State, Nigeria. It acknowledges student complexities like socio-economic disparities, limited educational resources, and diverse socio-cultural backgrounds. The study employs a survey design, using questionnaires to collect data from 269 students. The literature review emphasizes the unique skills of social workers in addressing students' needs and their roles in creating a positive school climate, aiding students with disabilities, and promoting cultural competence.
The methodology involves surveying 897 senior secondary school students in three selected schools. The questionnaire, subjected to test-retest reliability, was used for data collection. Findings reveal that while most respondents acknowledge the role of social workers in enhancing academic performance, only a few have experienced specific interventions that positively impacted their performance. The study also highlights the need for more accessible mental health services, effective behavioral interventions, improved interdisciplinary collaboration, greater parental involvement, and culturally responsive practices in schools.
The study concludes with recommendations to increase the visibility of social work interventions, access to mental health services, improve behavioral management strategies, strengthen interdisciplinary collaboration, promote parental involvement, implement culturally responsive practices, and promote educational equity. The research underscores the potential of social work in the domains of academic performance, mental health, behavioral management, and collaborative approaches in the Nigerian educational context. The findings serve as a call to action for stakeholders in the education sector to harness the potential of social work in enhancing students' academic performance.
