Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students', Educators' and Practitioners' Perceptions.

This article focuses on a nationwide Australian survey examining social work students', educators', and practitioners' perceptions of proposed strategies to reform compulsory, unpaid field education placements, which have been linked to student poverty and negative impacts on learning and well-being. The survey of 1,191 participants revealed strong support for paid placements, increased flexibility for work-based placements (including in students' current roles), a shift from hours-based to learning outcomes-based placements, and tailoring placements to student needs. Additional endorsed strategies included flexible work arrangements, recognition of prior learning, sick and personal leave provisions, part-time placements over extended periods, and increased use of simulation. The findings highlight the need to reimagine the Australian Social Work Education and Accreditation Standards to better align with international benchmarks, promote social justice, and ensure the sustainability of social work education by addressing financial hardship and improving placement quality.