Social work students in school: critical reflections on interventions with LGBTQ+ young people within secondary schools

This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four who worked with LGBTQ+ a school as part workers (SWIS) student placement project, article uses thematic analysis identify were able identifying LGBTQ+. The subscribes poststructuralist theoretical framework which sees gender and sexual identities multiple, fragmented constructed relation others within systems knowledge power that exist demonstrates benefit schools having placement. students’ own reflections critically contemplate way they spend more prolonged periods time than teachers could, both individuals groups. portfolios show value placements their development skills