The Role of Social Workers in Inclusive Education for Children with Disabilities in Saudi Primary Schools

Abstract

Globally, school social workers play a vital role in promoting inclusive educational
environments, particularly for students with disabilities. Their responsibilities extend beyond
direct support to students, encompassing the development of mental health interventions and
the coordination of student services. As active members of multidisciplinary teams, they
collaborate closely with school leaders and teachers to establish realistic goals and expectations
that support students with disabilities both academically and socially. Despite the wellestablished role of social workers in inclusive education across many countries, their
contributions within the Saudi Arabian context remain largely unexplored. Although they are
expected to help create and sustain inclusive school environments, the absence of empirical
research means that little is known about their effectiveness, the challenges they face, or the
systemic barriers they encounter. This thesis aimed to explore the perceptions of social workers
in Saudi primary schools regarding their roles, the resources available to them, and the support
systems in place to facilitate inclusive education for students with disabilities.
Guided by an interpretivist philosophy, the study adopted a qualitative methodology, drawing
on semi-structured interviews conducted with 25 social workers from state, private, and
international schools across Saudi Arabia. A thematic analysis approach was employed to
identify key themes in their experiences and practices.
The findings revealed that social workers often struggled with the conflation of inclusion and
integration. Participants reported encountering numerous challenges, including limited
resources, unclear policies, and increasing workloads. Professional development opportunities
were found to be unevenly distributed, with state schools particularly disadvantaged in this
regard. Nonetheless, social workers demonstrated resilience and a strong commitment to
advocacy, driven by intrinsic motivation and values rooted in Islam that emphasised social
justice.
The study highlights the urgent need for clearer policy frameworks, improved professional
training, and fairer resource allocation to enable social workers to fully support inclusive
education. It argues that systemic reforms should draw on international best practices while
remaining sensitive to the cultural and religious context of Saudi Arabia. This research contributes to the limited body of literature on the role of school social workers in inclusive
education and provides a foundation for further study in non-Western educational settings.

Date of Award	30 Sept 2025
Original language	English
Awarding Institution	University of Bristol
Supervisor	Beth Tarleton (Supervisor) & William Turner (Supervisor)