Work

Developing Professional Status: Child Welfare Workers, Social Workers and Social Educators in Norwegian Schools

Year: 2026

Type: article

Abstract: The purpose of this paper is to provide an overview of how the position of em-ployees with a bachelor’s degree related to social work in Norwegian schools has developed from 1997-2024. The analyses are based on administrative data on education and labour market outcomes made available by Statistics Norway. The occupational codes used are interpreted as the outcome of jurisdictional negotiations across legal, public, and workplace arenas, in line with Abbott’s the-ory of professional development. While the number and proportion of social work professionals in schools have increased, recognition of their competence—as reflected in occupation, salary and employment percentage—varies. Mean-while, employment as assistants has remained consistent, highlighting school social work as a fragile jurisdiction. Their employment may also be legitimised as individual rights to special education, potentially explaining a stronger posi-tion for social educators.

Source: Professions and Professionalism

DOI: 10.7577/pp.6499

Authors: Anette Dalmo Moltubak, Asgeir Skålholt, Ingrid Johnsen Hogstad

Institutions: Molde University College, Nordic Institute for Studies in Innovation, Research and Education

Language: English

Topic: Social Work Education and Practice

Subfield: Public Administration

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Decent work and economic growth, Reduced inequalities

Open Access status: diamond

OpenAlex ID: W7221601208

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