School-Based Social Work: An Interview With Anne Williams-Isom, CEO of Harlem Children’s Zone
by Brad Forenza, MSW, Ph.D., and Lesley Dixon, LCSW
In 2010, the Obama administration allocated the first $10 million to several communities for the creation and maintenance of what it called Promise Neighborhoods. Modeled upon the formative success of Harlem Children’s Zone (HCZ) and organizations like it, Promise Neighborhoods incentivize “cradle to career” programming provided in, and for, distressed communities. “When Obama was a senator, he loved the idea that HCZ was a place-based strategy,” says Anne Williams-Isom, current CEO. “Promise Neighborhoods gave implementation funding to many communities to replicate the HCZ model...this is good, because [through the funding process], the government forges partnerships with local communities and, in turn, local communities are held accountable for reaching their goals.”
Williams-Isom assumed leadership of HCZ in 2014 when its founding CEO, Geoffrey Canada, stepped down. There, she spearheads an organization that served more than 27,500 children and adults in 2017 alone. Additionally, HCZ has a 97% college acceptance rate. “Charter schools are at the center of what HCZ does,” Williams-Isom says, “But what Geoff Canada envisioned was an organization that would put an end to poverty.”
To attempt this lofty ideal, which in itself is reminiscent of Project Head Start and the Great Society programs, Williams-Isom lauds the role of school-based social workers. “In addition to counseling, social workers do a lot of prevention work at HCZ...they also provide a lot of training and support for staff.” According to Williams-Isom, mediating conflict, promoting health and wellness, facilitating social media workshops, drafting letters to parents, and leading meditation groups are just several ways in which school-based social workers are utilized. “Social workers are our secret weapon,” she says.
Although the comprehensive model of HCZ may seem intuitive to social workers, who are trained to recognize that no child learns or develops in a vacuum, the model is not without critics. Some may see no place for wrap-around services in educational settings. “Students need services just as much as [some] parents need substance abuse counseling or new moms just need someone to talk to,” retorts Williams-Isom. “Sixty-four percent of our students are still living in poverty; 80% are eligible for free and reduced lunch. Many of our students have witnessed violence in their family or community.... We try to follow the trajectory of a child’s life, with holistic supports, in the context of their environment.”
School-based social work is not a new concept. However, as evidenced by the Promise Neighborhoods movement, there has been a recent desire to expand the breadth and depth of school-based services. Time will tell if this trend persists. During National Social Work Month, however, it seems fitting to reflect upon the innovative work of Anne Williams-Isom, HCZ, and school-based social workers everywhere. All are explicit advocates for individual children and implicit advocates for justice. “If you’re wealthy, you have access to resources,” concludes Williams-Isom. “But kids who have a lot of struggle around them—kids who are surrounded by poverty and stress—deserve the same supports as everyone else.”
Brad Forenza, MSW, Ph.D., is an assistant professor at Montclair State University. His research foci include child welfare, youth development, and civil society. His academic career is accentuated by direct practice at youth and family development agencies, as well as public policy analysis and advocacy.
Lesley Dixon, clinical specialist at Montclair State University, received her MSW from Boston University. Her areas of interest include: children, youth, and families; youth transitioning from foster care; and grit/resiliency. Lesley is a New Jersey Licensed Clinical Social Worker with 20 years’ experience including direct practice, supervisory, and management experience. She teaches courses including professional seminar in social work and helping and engagement skills, and she also directs field education for the MSW program. She holds certifications in clinical supervision, complex trauma, and seminar in field instruction.