Document Type : Primary Research paper
PhD Scholar, Department of Social Work, Bharathidasan University, Tiruchirappalli, Tamil Nadu
Associate Professor, Department of Social Work, Bharathidasan University, Tiruchirappalli, Tamil Nadu
Child-Friendly School (CFS) is a democratic environment based on children's rights, in which all students are accepted, teaching-learning processes are organised according to children's interests, health, safety, and protective measures are implemented for children, and gender-based discrimination is not permitted. The CFS concept is based on the CRC and is a comprehensive approach that connects all aspects of educational reforms and places the child at the centre of all organised and implemented activities (UNICEF, 2009). When a school provides a safe, clean, healthy, and protective environment for children, respects children's rights, and treats all children equally, it is designated as a Child-Friendly School. CFS’s, in collaboration with their parents, staff, teachers, and administrators, strive to protect children's rights, improve the learning environment provided to them, and educate them by making various contributions to effective learning quality. School social work is a specialized area of practice within the broad field of the social work profession. School Social Workers are trained mental health professionals who can help with mental health issues, behavioural issues, positive behavioural support, academic and classroom support, consultation with teachers, parents, and administrators, and individual and group counselling/therapy. This review paper attempts to introspect on the current roles of School Social Workers in the context of Child-Friendly Schools. In light of Child-Friendly Schools, school social workers can play more important roles in schools with their skills, knowledge, and competencies, in addition to their current roles and functions. . With the help of existing literature and theoretical framework, this paper attempts to redefine the roles of school social workers in a broader context. This study will assist School Social Workers in redefining their roles in their schools, ensuring the quality of teaching-learning mechanisms, and contributing more effectively to the holistic development of students and the institution.