Digitalization in the work of a school social worker – Now and in the future

I work as a school social worker in basic education. In recent years digitalization has significantly impacted my work. Communication between student’s home and school has become increasingly digital. More and more interactions take place via email, the Wilma or through Teams. Sometimes meetings are also held remotely.

Digital transformation brings flexibility but it also introduces challenges. Face-to-face interaction is vital in the work of a school social worker. In remote meetings, subtle gestures, body language, and situational awareness can go unnoticed, making it harder to interpret emotions and be fully present. Additionally, some students or families may lack adequate devices, internet access, or digital literacy which can lead to inequality in access to services.

On the other hand digital tools can lower the threshold for students to seek help. For instance anonymous surveys or contact forms may encourage students who wouldn’t otherwise feel comfortable to reach out. Sharing resources such as support materials, videos, and exercises has also become easier through digital platforms.

It’s essential to recognize when digital tools serve the work well and when more traditional, human-centered encounters are necessary. Digitalization should not replace presence, listening, and genuine interaction elements at the core of a school social worker’s role. The goal should be to strike a balance between using digital opportunities and maintaining a people-centered approach.

Future outlook of digitalization

Digitalization will undoubtedly continue to reshape life and work more profoundly in the future. In everyday life digital services make it easier to manage tasks, communicate, and find information. In other words, many functions that previously required physical presence are increasingly shifting online.

In working life, digitalization brings both efficiency and flexibility. Remote and hybrid work models are becoming more common, allowing for better work-life balance. Artificial intelligence and automation are handling more routine tasks, freeing up time for creative and interpersonal work. However, digitalization also requires continuous learning and adaptation. Job descriptions and professional requirements evolve rapidly, meaning workers need to keep their skills up to date. Digital fatigue, constant availability, and privacy issues can also pose challenges that must be recognized and managed.

I believe the use of digital services in the work of school social workers will continue to grow. Remote services, AI-based assessment tools, and broader data analytics could support our efforts in monitoring student well-being and planning interventions. At the same time, it’s crucial to preserve individual, human interaction. Digital tools should support not replace the human element. Currently, a large amount of time is spent on documentation, which takes away from time spent with students. This is one area I especially hope to see improved.

Risks of an Open Digital Society and Data Protection

The GDPR regulation has brought a significant change to school social work. The processing of personal data is now more strictly regulated, which has increased the level of data security. We now have clear procedures for how data is stored, who can access it, and how it is shared, for example with teachers or guardians. I also complete annual data protection training as part of my role.

A positive aspect is that student privacy is better protected. However, a challenge is that information sharing between different professionals can sometimes be slow and complicated even when it is in the best interest of the child. Moreover, digital platforms are not always entirely secure, and constant vigilance is needed.

In an open digital society, there is also a risk to young people’s privacy for instance, when sensitive content is shared via social media. As a school social worker, I encounter situations where digital issues such as cyber bullying or digital addiction directly impact a student’s well-being.

In my personal life, GDPR has significantly increased my awareness of my digital footprint. I’ve become more cautious about which online services I allow to access my data and how I can better protect my privacy online. Positive impacts of the regulation include stronger privacy protection, clearer responsibility for organizations, and improved individual rights to control personal data.

Although GDPR gives individuals the right to review and manage their own data, navigating these settings is not always easy. It can be difficult to keep track of where personal data has ended up or how to remove it from various systems. If personal data is leaked or accessed by the wrong parties, it can lead to identity theft, phishing, or account breaches. While GDPR aims to prevent such situations, the risks still exist.

AI and ChatGPT from a School Social Work Perspective

I tested the ChatGPT service and asked the following questions:

How to support a student experiencing anxiety at school?

What early intervention methods can a school social worker use?

How can a school social worker utilize digital tools in their work?

ChatGPT provided appropriate and surprisingly accurate answers. It highlighted basic but essential points like active listening, creating a safe environment, and working as part of a multidisciplinary team. While the answers were not very deep, they served well as a checklist or idea bank. One issue was that the responses didn’t always consider the Finnish school system or legislation.

I see AI as a useful tool, as it can assist in information searching, brainstorming, or preparing presentations for parent evenings. However, AI cannot replace the professional judgement or ethical consideration that are central to school social work.

Self-Evaluation

Through this learning module, I gained new perspectives on the significance of digitalization in both my own work as a school social worker and in society more broadly. I’ve stopped to consider just how deeply digital tools have become embedded in our daily lives, communication, and service systems. The potential of artificial intelligence and issues related to data protection sparked many reflections. Professional presence and human interaction remain at the core of my job and cannot be entirely replaced by technology.

I also learned a great deal about the GDPR, especially its impact on my everyday life and professional practices. The importance of data protection is becoming increasingly prominent and it is essential to stay up to date with laws and best practices. At the same time, I recognize that GDPR can cause uncertainty and delays in information sharing which may sometimes conflict with the best interest of the child. This creates a need for clearer cooperation models that take both privacy and student well-being into account.

Exploring AI and ChatGPT was an eye-opening experience. It showed that AI can offer useful support and inspiration even in expert-level work but also reminded me that critical thinking and professional judgement are always required.

In the future I would like to deepen my knowledge particularly in the following areas:

Practical use of AI and digital tools in school social work

Data protection and security in an evolving legal landscape

Identifying and preventing digital challenges, such as cyber bullying and social media behavior among youth

This learning experience has strengthened my understanding that digitalization is not just a technical shift but also a cultural and mindset transformation. It requires new types of skills and the courage to critically evaluate one’s own work so we can use technology responsibly and in a human-centered way.