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Abstract
The original assignment of school social work was that of the home and school liaison and although some school social workers continue this duty, the tasks of school social workers have become very diverse. Research has been rich in exploring school social workers’ perceptions in helping to identify their tasks that make their roles unique and in creating a professional identity. This qualitative and phenomenological study used grey literature, published articles, and interviews to explore the evolution of school social work from 1906 to present day by analyzing societal influences in specific eras and how they were interpreted by educational professionals who shaped the tasks which ultimately led to the identity of school social work. Results of this study found home visiting to connect families to services, address truancy, and being a liaison between the home and school has never wavered as the unique skill and task of school social work. The findings of this study can be used to inform school social workers in their practice of home visiting, collaborating more with teachers, and clearly carving out their roles in schools to avoid role overlap and role ambiguity. The findings can also inform the Council for Social Work Education to include curriculum about the effectiveness, purpose, and skills necessary for home visiting.