School Social Work: An Historical Study of the Development of School Social Work in New York City From Its Beginning in 1906 to 1962

One of the most important issues facing educational administration since the turn of the century has been the problem of providing more equal educational opportunity for all American children and youth. It is no surprise, therefore, to find that a system of compulsory public education is a distinctive American innovation. The establishment and improvement of that system have engaged the time and efforts of many people both within and outside its organized structure. These joint efforts have led to a recognition of the fact that the child learns only when he is free to learn. Anything which reduces that freedom, reduces his capacity. The child who is undernourished, in conflict with parents or siblings, physically or psychologically neglected, unable to accept authority, confused or uninterested is thereby unable to take full advantages of his opportunities to grow and develop through learning. The acceptance of the foregoing concepts has resulted in an individualized and multi-faceted approach to the implementation of educational objectives consistent with the aims and ideals of our democratic society. Thus, school social work has developed concurrently with the public’s growing awareness and understanding of the multiple needs of children. Mildred Sikkema points out that for many years an increasingly large number of people have had a deep and lasting conviction that there is no area in our culture where social work can make so great a contribution to the mental health of the people of our country as it can in the public schools