Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha R. Tamim

Abstract

Graduate-level social work students face high levels of stress that can impact their academic success and well-being. According to a national college health assessment, fulltime Master of Social Work (MSW) students at a southeastern university report significantly more academic, career-related, and financial stress than peers in other graduate programs. This study addressed the need to better understand full-time MSW student experiences and identify ways the program can mitigate stress, promote wellbeing, and foster a sense of belonging. Using a two-phase qualitative action research design, the study first analyzed responses to 12 open-ended questions from four student feedback surveys. These findings informed the second phase: interviews with 18 MSW students and employees. Data from both phases were coded, analyzed, and triangulated.

Findings revealed a persistent need for the program to listen to students and improve communication. Four key elements of a supportive MSW program learning environment: clear communication, supportive teaching, strong cohort relationships, and a student-centered environment. Six themes also emerged across system levels: time management (individual level), employee guidance and supportive teaching (microsystem level), coordinated curriculum and cohort development (mesosystem), stakeholder input (exosystem), and financial support (macrosystem). These findings informed an action plan aimed at reducing student stress and improving the learning environment through systemic and sustainable changes. The action plan features a series of steps to increase curriculum coordination, support student financial advocacy, and foster participatory program evaluation. While the action research design limits generalizability, the study offers practical insights for MSW programs seeking to support student well-being and academic success. By centering student voices, this research contributes to a growing understanding of how graduate programs can foster environments where students feel supported, connected, and able to thrive.

Rights

© 2025, Lana Hart Elkins

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