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ABSTRACT
Abstract COVID-19 has revealed and intensified economic and health disparities, prompting a profound national and global examination of racist systems perpetuating such disadvantage. The historic confluence of COVID-19 with movements for social justice offers a window, which COVID fatigue may already be closing, for us to enact true change in the process and content of a graduate social work education. This moment calls for re-envisioned process and content that addresses issues of oppression, social justice, trauma, mental illness, and health. As social work educators with a specialization in trauma, we are thinking deeply about how to harness this juncture to shape a more rigorous and responsive social work educational process. We believe trauma-informed principles must be applied across the social work curriculum, beyond trauma-focused or clinical courses, and to our social work educational institutions. We offer examples of how we have revisioned social work training for ourselves and our students, from our multiple standpoints as faculty, administrator, and field advisor, for the complex challenges and opportunities of chronic syndemic times. We conclude with an invitation to shift away from the social work education status quo and truly practice what we teach.
Disclosure statement
No potential conflict of interest was reported by the author(s).