Education Censorship and the Chilling Effect on School Social Work

Abstract Over the past few years, state legislators have proposed and enacted legislation that undermines youth rights and imposes education censorship. To discuss the impact on support-based mechanisms in schools, qualitative interviews (n = 11) and one focus group were conducted with school social workers. This study privileges practitioner wisdom to help understand the impact of education censorship and provide advocacy strategies in orientation to the National School Social Work Practice Model 2.0. Qualitative interviews were used to assess knowledge, impact, and advocacy efforts in the context of education censorship, with findings interpreted through thematic analytical techniques. Findings are categorized into three themes: impact of education censorship, preexisting challenges, and advocacy and resistance. The severity of education censorship was shaped by variations in policies enacted, geographic location, and school factors such as role, caseload, and orientations to advocacy. The discussion is aligned with the National Model to help prioritize equitable and holistic school-based practice. The article concludes by delineating recommendations for research, practice, and advocacy.