Abstract

Practice learning, or field education, represents a key component of qualifying social work education in many countries and disruption or potential failure can have profound implications for all involved. It is perhaps surprising, given its centrality, that there is so little research or theorising undertaken into the termination of placements from any perspective. This paper examines what is known about disrupted, marginal or failing placements in social work programmes and seeks to examine and theorise the perceptions and experiences of students in England who have been through the process, exploring power issues and imbalances. The study on which this paper is based sought to develop and enhance future responses to placement disruption from all stakeholders in practice learning.