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The Support and Aid to Families Electronically (SAFE) pilot program was developed through a community–university partnership to support parents of elementary students in Ontario, while providing stable practicums for social work students in the midst of COVID-19 restrictions. Purpose: The aim of the current study was to examine the feasibility of the SAFE pilot program as a mental health support to families by examining three feasibility objectives: demand, acceptably, and implementation. Method: Qualitative data from interviews, focus groups, and qualitative surveys involving service users, social work students, referring school board and university professionals (n = 37) were examined. Results: Demand for SAFE extended beyond the pandemic. A high-level of acceptance of SAFE was identified. Areas of success and considerations for implementation are outlined. Discussion: This study provides practice guidance on implementing this unique program, with potential to address gaps in service provision and the ongoing crisis in field education. [ABSTRACT FROM AUTHOR]

The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students' academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 times the odds of receiving a call home (surveilled) for problems at school compared to their White counterparts. Implications for trauma-informed and culturally responsive practices are discussed. [ABSTRACT FROM AUTHOR]

The integration of informal information and communication technologies (ICTs) has transformed social work practice, yet the use of ICTs in practice is not commonly discussed in supervision. The aim of this sequential mixed methods study was to understand the factors associated with social workers' discussion of informal ICT use in supervision, and the considerations that influence these discussions. A logistic regression was conducted using data from Canadian #socialwork survey participants in organisational settings (n  =   958). Quantitative findings were integrated with the qualitative findings from a reflexive thematic analysis of participant interviews (n  =   22), some of which occurred during and were impacted by the COVID-19 pandemic. Based on our integrated findings, supervisory ICT discussion was highly dependent on organisational policy and supervisors' interpretation of these policies. The setting in which the survey participants worked was also associated with ICT discussion in supervision. In making their decisions to discuss ICT use, interview participants further highlighted the importance of the supervisory relationship based on supervisor qualities and availability. [ABSTRACT FROM AUTHOR]

The article presents the discussion on suspension and expulsion or disciplinary exclusion being applied when students perceiving as engaging in unsafe behaviours. Topics include engaging in physical or sexual assault, committing robbery, threatening, possessing alcohol or drugs, swearing at authority or bullying; and showing expanded forms of adversity including exposure to school and neighbourhood violence and systemic racism and inequity.

• Bullying targets students based on perceived difference, such as gender, sexuality, class, ethnicity. • Bullying is often normalized, minimized and considered inevitable. • Participants focused on individual responsibility rather than social or systemic responsibility. • Bullying can be understood more fully by applying critical, intersectional and ecological frameworks. • Critical theory and intersectionality perspectivest extends beyond the individual to the macro environment. Despite the significant body of literature on bullying and cyberbullying, few studies have applied a critical theoretical analysis to the perspectives of parents, teachers and students. This qualitative study examined the perspectives of bullying of students, n = 57 (grades 4, 7, 10), along with their parents, n = 51, and teachers, n = 30, from a large urban school district in Ontario, Canada. Students were diverse in terms of level of school need (14 low, 20 medium, and 23 high), ethnoracial background (17 White, 8 East, 9 South and 1 Southeast Asian, 3 Black, 2 Latin American, 3 Middle Eastern, 8 Mixed, 6 additional or unknown), and bullying involvement (9 victimized, 31 witnessed, and 2 perpetrated), and gender (35 female, 22 male, 0 non-binary). Semi-structured interviews were analyzed using qualitative thematic analysis. Parents, teachers and students perceive that bullying differentially targets certain students (based on gender, sexuality, class and ethnicity), and a pervasive view that bullying is often normalized, minimized, and considered inevitable. Closely connected is an emphasis on individual rather than social or systemic responsibility. Bullying is complex; thus, research and intervention must critically attend to all levels from the individual to the macrosystemic factors that perpetuate inequity. Bullying can be understood more fully by concurrently applying an ecological and critical theoretical framework. Critical theory provides a perspective that not only extends beyond the individual into the social environment but also includes an analysis of historical, political and ideological relations of power and privilege. [ABSTRACT FROM AUTHOR]