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About Us

Founded in 1952, the Council on Social Work Education (CSWE) is the national association representing social work education in the United States. Its members include over 750 accredited baccalaureate and master’s degree social work programs, as well as individual social work educators, practitioners, and agencies dedicated to advancing quality social work education. Through its many initiatives, activities, and centers, CSWE supports quality social work education and provides opportunities for leadership and professional development, so that social workers play a central role in achieving the profession’s goals of social and economic justice. CSWE’s Commission on Accreditation is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in the United States and its territories.


What's New

The 2021 CSWE Election has officially concluded! Thanks to the thoughtful participation of its members, CSWE has now elected 11 new members of the Board of Directors and National Nominating Committee. Read more about the newly appointed members.

Social Work Program Enrollment Remains Strong in Spring 2021 Despite Pandemic
Students Show Continued Interest in Pursuing Social Work Degrees
At a time when higher education faces many uncertainties, enrollment and student interest in social work programs remain strong. According to new CSWE research, 76.4% of programs indicated that applications for the fall 2021 semester have increased or remained flat. The research also shows that 70.4% of social work programs reported that spring 2021 total enrollment remained flat or increased compared to spring 2020.
With funding from the Substance Abuse and Mental Health Services Administration, CSWE partnered with 32 schools of social work to develop a high-quality standardized substance use disorder curriculum for accredited schools and programs of social work.
"Coming back to the school that once represented collaboration and community rather than fear or loneliness initially provoked feelings of anxiety and frustration for me. While I wanted to feel excitement on my return to campus, the residual effects of the pandemic reminded me that this space may not be what it used to be." Pari Shah, LCSW, recounts her experience of returning to campus after nearly a year. Shah and Michael Talamantes, LCSW, also share pedagogical strategies that can be used to create more equitable and person-centered classrooms.