In our comments, SSWR expresses serious concern that several proposed changes could create significant barriers to federally funded social work research, workforce development, and evidence-based policymaking. The comments urge OMB to preserve scientific merit review, protect long-term research from termination based solely on changing priorities, support research dissemination and scientific collaboration, and ensure that federal grant policies continue to strengthen, rather than hinder, the nation's ability to generate evidence that improves programs and outcomes for individuals, families, and communities. SSWR remains committed to advocating for policies that support a robust, independent research enterprise and advance the role of social work science in addressing society's most pressing challenges.

Read SSWR's full public comments here.

Public comments are open until July 13, 2026.

Take Action to protect federal research funding NOW!

The Society for Social Work and Research (SSWR) welcomes the federal court's decision to preliminarily block the U.S. Department of Education from implementing its new, narrowed definition of "professional degree."

Earlier this year, the Department removed social work from its list of recognized professional degree programs. Had that rule taken effect, social work students would have lost access to the higher federal Direct Unsubsidized Loan limits available to students in professional degree programs.

The court found that the Department likely exceeded its authority by changing a definition that Congress had already incorporated into law. As a result, the Department may not enforce its new definition while the case moves forward.

It is important to note that this ruling does not eliminate the new federal student loan caps enacted by Congress, nor does it restore the Grad PLUS Loan program. Those statutory changes remain in effect. Instead, the court's decision prevents the Department from unilaterally excluding social work and other professions from the definition of "professional degree."

The Department of Education is expected to provide additional guidance on how the court's ruling will be implemented for affected degree programs, including social work.

SSWR believes social work is unequivocally a profession requiring rigorous graduate education, supervised practice, and licensure. We will continue advocating to ensure that social work students have equitable access to federal student aid and are recognized alongside other licensed professions.

More information:

• Judge Tosses ED's 'Professional' Degree Definition, Likely Aiding Student Borrowers - Inside Higher Ed
• Federal court blocks a portion of Trump loan restrictions for grad students - The Washington Post
  
  

In case you missed it, the U.S. Office of Management and Budget (OMB) released a proposed rule on May 29 that would significantly change how federal grants and cooperative agreements are awarded, managed, and terminated across the federal government. The rule would revise the "Uniform Guidance," the government-wide framework governing federal financial assistance, giving the force of law to what are currently recommendations related to federal grantmaking.

If finalized, the rule would allow termination of grants for policy reasons, not just compliance or performance failures; establish political appointees as the final decisionmakers on every grant and cooperative agreement; create new administrative requirements for grantmaking agencies and recipients; and codify limits on racial, ethnic, and gender-related research.

This proposal represents a direct threat to scientific independence, public health, and evidence-based decision-making.

Take Action

1. Submit public comment: Public comments on the "Regulation for Federal Financial Assistance" proposed rule are due July 13, 2026. Social work researchers and universities are encouraged to submit public comment. Comments should focus on practical impacts and unintended consequences rather than political arguments.
   Resources on what to say and how to submit here.
   
   
2. Call and email your members of Congress: MOST MEMBERS OF CONGRESS ARE UNAWARE OF THIS PROPOSED RULE!
   Call your Senator and Congressional Representative's DC office, district office, and send emails urging them to take action to protect the funds they appropriated for research and protect the integrity of independent science.
   
   What you can say: Using OMB’s grants management authority as a vehicle for political control over science, public services, and free speech has not been authorized by Congress or the Constitution.
   Find your members of Congress here.
   
   
3. Urge your Dean and University to stand up against this harmful ruling: "Universities and associations must speak out as a united front to mobilize Congress and be ready to file lawsuits once the regulations are finalized," states Holden Thorp, Editor of Science Magazine.

SSWR will submit comments in the coming weeks.

Resources on what to say and how to submit public comments here.

The Society for Social Work and Research (SSWR) is closely monitoring a proposed rule issued by the Trump Administration's Office of Management and Budget (OMB) on Friday, May 29 that would significantly alter how federal grants are awarded and managed across government agencies. The proposal would require senior political appointees to review and approve discretionary grant awards and could allow greater political oversight of both new and existing grants. Importantly, scientific peer review would remain advisory, while final authority would rest with politically appointed officials responsible for ensuring that grants align with presidential priorities.

For social work research, these changes raise serious concerns about the independence and integrity of the federal research enterprise. Social work scholars rely heavily on federal agencies such as the National Institutes of Health (NIH), the National Institute on Aging (NIA), the National Institute of Mental Health (NIMH), the Centers for Disease Control and Prevention (CDC), and other federal funders to support research that addresses pressing social challenges, including behavioral health, child welfare, aging, substance use, poverty, health disparities, and community well-being. The proposed rule could shift funding decisions away from a merit-based process grounded in scientific expertise and peer review toward one in which political considerations play a larger role in determining which research questions receive federal support. Researchers and higher education organizations have expressed concern that the proposal could jeopardize ongoing projects, discourage innovative lines of inquiry, and weaken public confidence in the objectivity of federally funded research.

The implications extend well beyond social work. The proposed changes would affect the broader U.S. research ecosystem, including universities, academic health centers, nonprofit research organizations, and scientific disciplines across the behavioral, social, health, and physical sciences. At a time when evidence-based policymaking is essential to addressing complex societal challenges, preserving an independent, transparent, and rigorous federal research funding process remains critical to advancing knowledge and serving the public good.

SSWR believes that federal research funding decisions should continue to be guided by scientific merit, peer review, and the pursuit of knowledge that improves lives and strengthens communities. We will be submitting public comments during the rulemaking process (comment deadline July 13, 2026) and will continue to work with coalition partners across the research community to advocate for policies that protect the integrity, independence, and impact of social work research. We encourage members to stay informed about this proposal and to consider participating in the public comment process as additional information becomes available.

TAKE ACTION

1. Submit public comment: Public comments on the "Regulation for Federal Financial Assistance" proposed rule are due July 13, 2026. Social work researchers are encouraged to submit public comment.
2. Call and email your members of Congress: Call your Senator and Congressional Representative's DC office, district office, email them and urge them to take action to protect the funds they appropriated for research and protect the integrity of independent science. Find your members of Congress here.
3. Urge your Dean and University to stand up against this harmful ruling. "Universities and associations must speak out as a united front to mobilize Congress and be ready to file lawsuits once the regulations are finalized," states Holden Thorp, Editor of Science Magazine.

This decision coincides with sweeping federal student loan changes that will significantly constrain access to graduate education. Beginning July 1, 2026, the elimination of Grad PLUS loans and the imposition of a lifetime borrowing cap for graduate students, without extending higher limits to social work, will create substantial financing gaps for MSW and DSW students. At the same time, new repayment structures are expected to increase monthly payments for many borrowers, further reducing affordability for those entering public service careers. 

Throughout the rulemaking process, SSWR - alongside our partners - provided extensive evidence demonstrating that social work is a licensed, regulated profession requiring graduate-level education for independent and clinical practice. The Department’s conclusion that social work degrees do not meet its framework reflects a fundamental misunderstanding of the profession. While entry-level roles may exist at the bachelor’s level, the MSW is the standard credential for clinical licensure and the delivery of the majority of mental and behavioral health services in the United States.

By maintaining a narrow definition of “professional degree,” the Department has overlooked the central role of the MSW in clinical licensure and independent practice. This misalignment between policy and professional reality will:

• Limit access to federal loans, pushing students toward higher-risk private lending or out of graduate education altogether.
• Increase financial strain on early-career social workers.
• Worsen workforce shortages in mental health, child welfare, and community-based services.

At a time when communities across the country face acute shortages in mental health, child welfare, and community-based services, these policies move in the wrong direction. They risk shrinking and narrowing the pipeline of social workers and weakening the research and practice infrastructure needed to address complex societal challenges.

SSWR remains committed to advancing research and policy solutions that strengthen the social work workforce. We urge federal and state leaders to take corrective action to ensure that cost does not become a barrier to entering and advancing in a profession essential to the nation’s health and well-being.

March 2, 2026

U.S. Secretary of Education Linda McMahon
U.S. Department of Education
Office of Postsecondary Education
400 Maryland Avenue SW, 5th floor
Washington, DC 20202

Re: Docket ID ED-2025-OPE-0944

Dear Secretary McMahon,

The United States is already experiencing significant behavioral health workforce shortages, and research shows these shortages translate directly into reduced access to care. National data show more than 810,000 social workers are currently employed nationwide across health, education, and community settings, providing over 60% of mental health treatment services in the United States.[1] Demand for behavioral health services continues to outpace workforce supply, contributing to delayed treatment, unmet need, and increased system costs. These impacts would be felt most acutely in rural communities, schools, hospitals, and safety-net systems already experiencing provider shortages.

Against this backdrop, the Society for Social Work and Research (SSWR) appreciates the Department of Education’s efforts to create clear and consistent criteria defining professional degrees. However, excluding the Master of Social Work (MSW) from the professional degree definition is inconsistent with empirical evidence, workforce realities, and public health needs.

SSWR represents researchers dedicated to generating and translating evidence that improves social, behavioral health, and policy outcomes. The proposed rule would significantly weaken the pipeline of graduate-trained social workers who are central to the nation’s behavioral health system and would ultimately reduce access to mental health care for millions of Americans.

Our comments address how the Department applied its professional degree definition and demonstrate that MSW degrees meet the Department’s three-part test. As the proposed regulation notes, “OBBB establishes a three-part test” for defining a “professional degree,”[2] and the comments below outline how the MSW degree satisfy each element, beginning with completion of academic requirements for entry into professional practice.

I. Master of Social Work Degree Meet the Statutory Tests for Professional Degrees

Research and labor market data demonstrate that the MSW degree meets all three elements of the professional degree test established by OBBB.

Completion of academic requirements for entry into professional practice

Clinical social work practice, which includes mental health diagnosis, psychotherapy, and independent treatment planning, requires graduate education. Federal labor data consistently recognize the master’s degree as the required credential for clinical social work practice.[3]

Further, social workers are not a peripheral component of behavioral health care. Social workers provide over 60% of mental health treatment services in the United States, across a range of settings (e.g., hospitals, schools, in partnership with law enforcement) making graduate-trained social workers essential to system capacity.[4]

Skills beyond the bachelor’s level

Workforce studies show that the scope and intensity of clinical service provision increases substantially with graduate training. For example, more than 61% of clinical social workers serve clients with mental health disorders, compared with lower shares at lower educational levels, and nearly 79% of clinical social workers serve as direct service providers delivering treatment.[5]

This demonstrates that graduate education is not simply additive; it fundamentally changes scope of practice, service intensity, and clinical responsibility.

Licensure and independent authorization to practice

Across all U.S. jurisdictions, independent clinical social work practice requires graduate education plus supervised post-degree training and licensure. The existence of bachelor’s-level licensure does not allow independent clinical practice and does not authorize diagnosis or psychotherapy in most states. Thus, the graduate degree is the functional entry point for independent professional practice for clinical social workers.

II. Excluding the MSW Degree Mischaracterizes Clinical Social Work as a “Specialization”

The proposed rule incorrectly characterizes clinical social work as a specialization rather than a distinct regulated professional authorization.

Research and regulatory evidence show that clinical social work functions as a distinct professional practice domain with separate licensure, scope, examinations, and federal provider recognition. Clinical social workers function as independent behavioral health providers across health care, schools, community mental health, and private practice settings.

This structure parallels other professions included in the rule (e.g., clinical psychology) in training intensity, supervision requirements, and independent treatment authority.

III. The Rule Would Reduce Mental Health Access and Worsen Workforce Shortages, Especially in Rural America

The United States is already experiencing significant behavioral health workforce shortages, and decades of workforce research demonstrate that provider supply is directly linked to access, wait times, and treatment continuity. Graduate-trained social workers comprise the largest segment of the nation’s behavioral health workforce and are essential to meeting growing mental health needs across health systems, schools, community agencies, and private practice.

In many regions of the country, particularly rural communities, licensed clinical social workers are the only independently practicing mental health providers available. Rural counties are disproportionately designated as Mental Health Professional Shortage Areas[6], and social workers often fill critical gaps where psychiatrists and psychologists are scarce. Reducing financial access to MSW education by limiting student loan access would constrict the pipeline of independently licensed providers, disproportionately affecting rural communities where workforce margins are already thin and recruitment challenges are significant. Fewer graduate-trained social workers would mean longer travel distances for care, increased wait times, greater reliance on emergency departments, and higher rates of untreated mental health conditions.

Evidence consistently shows that workforce shortages translate into delayed treatment, unmet need, and increased downstream health and social costs[7]. Policies that limit access to graduate social work education will therefore not only affect students but will measurably reduce service capacity in underserved communities.

At a time when national demand for mental health and substance use treatment continues to rise, restricting federal loan eligibility for MSW students risks exacerbating provider shortages and undermining access to care, particularly in rural, low-income, and historically underserved areas.

IV. Financial Barriers to Graduate Education Directly Affect Mental Health Access

Limiting federal loan eligibility by excluding MSW degrees from professional classification would reduce graduate enrollment and disproportionately affect low-income students and students of color, groups already more likely to rely on federal student loans to complete graduate social work education.

Because social workers provide the majority of mental health services in many community settings, reductions in the graduate training pipeline would translate into measurable reductions in service capacity and increased unmet need for treatment.

V. Public Health and Economic Implications

Reduced access to graduate social work education would:

• Decrease supply of independently licensed behavioral health providers
• Increase wait times for mental health services
• Reduce service availability in rural, school-based, and safety-net settings
• Increase downstream costs associated with untreated mental health conditions

Research demonstrates that social workers reduce hospital readmissions, improve community stability, and serve high-need populations across health and human service systems.[8]

VI. Recommendation

SSWR strongly urges the Department to:

1. Include the Master of Social Work degree in the definition of professional degrees
2. Maintain federal loan eligibility pathways that support entry into behavioral health professions
3. Consider workforce research demonstrating the central role of graduate-trained social workers in national mental health infrastructure

Conclusion

Social workers are foundational to the U.S. behavioral health system. Excluding the Master of Social Work degree from professional classification contradicts workforce data, licensure structures, and decades of research on service delivery and access to care.

Given rising mental health needs nationwide and existing workforce shortages, policies that restrict access to graduate social work education risk exacerbating already significant public health challenges.

These comments are submitted on behalf of the Society for Social Work and Research (SSWR), the premier international professional membership organization dedicated to advancing, disseminating, and translating rigorous social work research. SSWR represents a global community of over 2,000 scholars, faculty, research scientists, practitioners, policy experts, and doctoral and master’s students who are committed to generating knowledge that improves social conditions and promotes equity and well-being.

[1] U.S. Bureau of Labor Statistics – Social Work: https://www.bls.gov/ooh/community-and-social-service/social-workers.htm

[2] “Reimagining and Improving Student Education,” A Proposed Rule by the Education Department on 01/30/2026: https://www.federalregister.gov/documents/2026/01/30/2026-01912/reimagining-and-improving-student-education

[3] U.S. Bureau of Labor Statistics – Social Work: https://www.bls.gov/ooh/community-and-social-service/social-workers.htm

[4] Health Resources and Services Administration, Bureau of Health Workforce. State of the Behavioral Health Workforce, December 2025: https://bhw.hrsa.gov/data-research/review-health-workforce-research

[5] Association of Social Work Boards. 2024 Social Work Workforce Study: https://www.aswb.org/workforce-data-now-available-to-social-work-researchers/

[6] Health Resources and Services Administration, Bureau of Health Workforce. State of the Behavioral Health Workforce, December 2025: https://bhw.hrsa.gov/data-research/review-health-workforce-research

[7] National Conference of State Legislatures, April 29, 2024: https://www.ncsl.org/labor-and-employment/behavioral-health-workforce-shortages-and-state-resource-systems

[8] National Library of Medicine. “Interprofessional collaboration between social workers and community health workers to address health and mental health in the United States: A systematized review”: https://pmc.ncbi.nlm.nih.gov/articles/PMC10675993/

Background:

The Department of Education has updated its definition of “professional degrees,” a classification that determines federal student loan eligibility for graduate programs. Although social work has long been recognized as a professional degree, the proposed rule would exclude social work, limiting MSW students’ access to federal graduate loans. This change comes at a time of escalating demand for social workers across behavioral health, child welfare, education, and community-based services—fields already facing critical workforce shortages.

SSWR, in partnership with the Social Work Leadership Round Table, is advocating to ensure social work retains its professional degree status and continued access to federal financial aid.

Talking Points: 

• Why This Matters: The proposed rule would reclassify social work and restrict MSW students’ access to federal loans. Reduced access to graduate education will worsen workforce shortages and limit access to essential services nationwide.
• Impact On Students: Many MSW students depend on federal loans to complete their education.
• On Communities: Social workers are the largest segment of the U.S. mental health workforce.
• On Public Systems: Workforce shortages increase recruitment and turnover costs for public agencies. Weakened service systems ultimately raise costs for taxpayers.
• What We Are Calling For: Retain social work in the Department of Education’s final definition of professional degrees. Preserve equitable access to federal student loans for MSW students. Strengthen, not restrict, pathways into social work education.
• Additional Policy Priorities: Expand federal grants, training programs, and loan repayment options. Protect and grow key funding streams, including Pell Grants, HRSA scholarship and loan repayment programs, and the Behavioral Health Workforce Education and Training (BHWET) Program.
• Bottom Line: Excluding social work from the professional degree definition will harm students, communities, and public systems. Recognizing social work as a professional degree is essential to meeting the nation’s mental health and social service needs.

Member Action: Submit Comments to the Department of Education

The final rule has been released and public comment is open until March 2, 2026. SSWR members are strongly encouraged to submit comments.

How to submit comments?

• Find the “Reimaging and Improving Student Education” proposed rule here.
• Click “Submit a Comment” and upload or paste your response.

What to include in your comment (sample script below):

• Review this document: Commenting Guidance: How You Can Effectively Participate in the Regulatory Process Through Public Comment
• Share personal or institutional experience (e.g., teaching, supervising students, practicing, or hiring social workers).
• Clearly state that social work must be included in the definition of professional degrees.
• Explain how reduced loan access would affect:
  • MSW students and affordability
  • Workforce shortages in mental and behavioral health
  • Access to services in rural and underserved communities

Writing an Effective Public Comment

Public comments are most influential when they are clear, specific, and grounded in real-world experience. You do not need to be a policy expert. What matters most is explaining why the proposed rule matters and how it affects people, systems, and communities.

Strong comments often include the following elements:

1. Who you are and why you’re commenting
   Briefly introduce yourself and your connection to the issue. This might include your role (student, practitioner, educator, administrator), your field, or your experience with graduate education or the workforce.
2. What part of the rule you are addressing
   Clearly identify the aspect of the proposed rule you are responding to (for example, changes to the definition of “professional degree” or new graduate loan limits).
3. How the rule affects people, programs, or services
   Explain the real or anticipated impacts. This may include effects on students’ ability to enroll or complete degrees, workforce shortages, access to care, or unintended consequences the Department may not have fully considered. Citing research, workforce data, or professional standards strengthens your comment.
4. What you recommend instead
   Offer concrete suggestions, such as revising definitions, maintaining specific loan programs, or aligning financing policy with workforce needs. Specific recommendations are especially helpful to agencies.
5. A brief closing summary
   Restate your main concern and recommendation, and thank the Department for considering public input.

Tip: Comments are public and searchable. Use your own voice, be respectful, and cite sources where possible to increase credibility.

Purpose of These Comments

The goal of these comments is to ensure the Department of Education understands the implications of the RISE rule from the perspective of social workers and social work education. Your comment helps document how federal student loan policy directly affects the behavioral health workforce and access to essential services.

The example below is a template, not a script. Please adapt the language, add your own experience, and tailor it to reflect your perspective.

Sample Public Comment (Template)

Dear U.S. Department of Education,

Thank you for the opportunity to submit comments on the proposed revisions affecting which graduate programs are classified as “professional degrees” and the accompanying changes to federal graduate loan limits. I am writing as a (role/student status) to express serious concern about how these changes will affect social work education, workforce capacity, and access to behavioral health services.

Recommendation
I respectfully urge the Department of Education to reconsider the changes made in Section 81001(2) of the One Big Beautiful Bill Act, which amends Section 455(a) of the Higher Education Act and revises the definitions of professional student, professional degree, and length of study. Specifically, licensed, master’s-level social work programs should retain recognition as professional degrees for the purposes of federal graduate lending.

Social workers constitute the largest group of the behavioral and mental health workforce in the United States and play essential roles across health care, child welfare, aging services, schools, and community-based systems (Bureau of Labor Statistics [BLS], 2025; Health Resources and Services Administration [HRSA], 2023). While bachelor’s-level social work programs provide important entry points, most clinical and advanced practice roles require a Master of Social Work degree and state licensure, without which graduates are limited to entry-level positions with restricted scope of practice and earning potential (Council on Social Work Education [CSWE], 2025; NASW, 2021). Graduate education in social work is both intensive and costly due to specialized curricula and required field education, and restricting access to federal loan options will further deter prospective students from entering an already strained workforce pipeline (GAO, 2022; NASFAA, 2025).

Independent clinical social work licensure across states requires completion of an accredited MSW program and extensive supervised practice, commonly totaling approximately 1,000 hours (CSWE, 2025). These internships are frequently unpaid, limiting students’ ability to earn income while enrolled and increasing reliance on student loans to complete required training (Drechsler et al., 2023; Leslie, 2025). Reducing federal loan access under these conditions exacerbates financial barriers and underscores the need for expanded repayment and forgiveness options for students entering public-interest careers.

Social workers are indispensable to the health and well-being of individuals, families, and communities nationwide. Graduate-level training is a foundational requirement for professional practice and licensure. I urge the Department to maintain social work’s recognition as a professional degree, designate MSW students as professional students for federal lending purposes, and ensure that student loan policies support entry into this critical profession.

Conclusion
Social workers form a cornerstone of the nation’s behavioral health workforce, and a master’s degree is required for the licensure necessary to practice in clinical and advanced roles (BLS, 2025; HRSA, 2023). Reclassifying social work degrees and limiting graduate loan access will significantly constrain workforce entry and reduce access to essential services. Thank you for your time and consideration of this comment.

Sincerely,
[Your Name]
[City, State]

References

Bureau of Labor Statistics [BLS]. (2025, August 8). Social workers: Occupational outlook handbook. U.S. Department of Labor. https://www.bls.gov/ooh/community-and-social-service/social-workers.htm

Council on Social Work Education [CSWE]. (2025). Social work education in the U.S.: Annual survey of social work programs. https://www.cswe.org/research-statistics-0a2756984f2446870db6e935f0e44221/annual-survey-of-social-work-programs/

Drechsler, K., Beasley, C., & Singh, M. (2023). Critical conversations in compensating social work field education: A systematic review. International Journal of Social Work Values & Ethics, 20(2), 169–199. https://doi.org/10.55521/10-020-209

Government Accountability Office [GAO]. (2022). Behavioral health: Available workforce information and federal actions to help recruit and retain providers (GAO-23-105250). https://www.gao.gov/products/gao-23-105250

Health Resources and Services Administration [HRSA], National Center for Health Workforce Analysis. (2023). Behavioral health workforce brief. https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/Behavioral-Health-Workforce-Brief-2023.pdf

Leslie, A. F. (2025). Paid placements in social work: Addressing inequity and student well-being. Families in Society: The Journal of Contemporary Social Services. Advance online publication. https://doi.org/10.1177/10443894241310635

National Association of Student Financial Aid Administrators [NASFAA]. (2025). You have questions, we have answers: Making sense of the student loan changes from OBBBA’s RISE committee. https://www.nasfaa.org

National Association of Social Workers [NASW]. (2021). Blueprint of public policy priorities. https://www.socialworkers.org

The Department of Education has updated its definition of “professional degrees,” a classification that determines federal student loan eligibility for graduate programs. Although social work has long been recognized as a professional degree, the proposed rule would exclude social work, limiting MSW students’ access to federal graduate loans. This change comes at a time of escalating demand for social workers across behavioral health, child welfare, education, and community-based services—fields already facing critical workforce shortages.

SSWR, in partnership with the Social Work Leadership Round Table, is advocating to ensure social work retains its professional degree status and continued access to federal financial aid.

Talking Points:

• 
  
• Why This Matters: The proposed rule would reclassify social work and restrict MSW students’ access to federal loans. Reduced access to graduate education will worsen workforce shortages and limit access to essential services nationwide.
• Impact On Students: Many MSW students depend on federal loans to complete their education.
• On Communities: Social workers are the largest segment of the U.S. mental health workforce.
• On Public Systems: Workforce shortages increase recruitment and turnover costs for public agencies. Weakened service systems ultimately raise costs for taxpayers.
• What We Are Calling For: Retain social work in the Department of Education’s final definition of professional degrees. Preserve equitable access to federal student loans for MSW students. Strengthen, not restrict, pathways into social work education.
• Additional Policy Priorities: Expand federal grants, training programs, and loan repayment options. Protect and grow key funding streams, including Pell Grants, HRSA scholarship and loan repayment programs, and the Behavioral Health Workforce Education and Training (BHWET) Program.
• Bottom Line: Excluding social work from the professional degree definition will harm students, communities, and public systems. Recognizing social work as a professional degree is essential to meeting the nation’s mental health and social service needs.

Member Action: Submit Comments to the Department of Education

The final rule has been released and public comment is open until March 2, 2026. SSWR members are strongly encouraged to submit comments.

How to submit comments?

• Find the “Reimaging and Improving Student Education” proposed rule here.
• Click “Submit a Comment” and upload or paste your response.

What to include in your comment (sample script below):

• Review this document: Commenting Guidance: How You Can Effectively Participate in the Regulatory Process Through Public Comment
• Share personal or institutional experience (e.g., teaching, supervising students, practicing, or hiring social workers).
• Clearly state that social work must be included in the definition of professional degrees.
• Explain how reduced loan access would affect:
  • MSW students and affordability
  • Workforce shortages in mental and behavioral health
  • Access to services in rural and underserved communities

Writing an Effective Public Comment

Public comments are most influential when they are clear, specific, and grounded in real-world experience. You do not need to be a policy expert. What matters most is explaining why the proposed rule matters and how it affects people, systems, and communities.

Strong comments often include the following elements:

1. Who you are and why you’re commenting
   Briefly introduce yourself and your connection to the issue. This might include your role (student, practitioner, educator, administrator), your field, or your experience with graduate education or the workforce.
2. What part of the rule you are addressing
   Clearly identify the aspect of the proposed rule you are responding to (for example, changes to the definition of “professional degree” or new graduate loan limits).
3. How the rule affects people, programs, or services
   Explain the real or anticipated impacts. This may include effects on students’ ability to enroll or complete degrees, workforce shortages, access to care, or unintended consequences the Department may not have fully considered. Citing research, workforce data, or professional standards strengthens your comment.
4. What you recommend instead
   Offer concrete suggestions, such as revising definitions, maintaining specific loan programs, or aligning financing policy with workforce needs. Specific recommendations are especially helpful to agencies.
5. A brief closing summary
   Restate your main concern and recommendation, and thank the Department for considering public input.

Tip: Comments are public and searchable. Use your own voice, be respectful, and cite sources where possible to increase credibility.

Purpose of These Comments

The goal of these comments is to ensure the Department of Education understands the implications of the RISE rule from the perspective of social workers and social work education. Your comment helps document how federal student loan policy directly affects the behavioral health workforce and access to essential services.

The example below is a template, not a script. Please adapt the language, add your own experience, and tailor it to reflect your perspective.

Sample Public Comment (Template)

Dear U.S. Department of Education,

Thank you for the opportunity to submit comments on the proposed revisions affecting which graduate programs are classified as “professional degrees” and the accompanying changes to federal graduate loan limits. I am writing as a (role/student status) to express serious concern about how these changes will affect social work education, workforce capacity, and access to behavioral health services.

Recommendation
I respectfully urge the Department of Education to reconsider the changes made in Section 81001(2) of the One Big Beautiful Bill Act, which amends Section 455(a) of the Higher Education Act and revises the definitions of professional student, professional degree, and length of study. Specifically, licensed, master’s-level social work programs should retain recognition as professional degrees for the purposes of federal graduate lending.

Social workers constitute the largest group of the behavioral and mental health workforce in the United States and play essential roles across health care, child welfare, aging services, schools, and community-based systems (Bureau of Labor Statistics [BLS], 2025; Health Resources and Services Administration [HRSA], 2023). While bachelor’s-level social work programs provide important entry points, most clinical and advanced practice roles require a Master of Social Work degree and state licensure, without which graduates are limited to entry-level positions with restricted scope of practice and earning potential (Council on Social Work Education [CSWE], 2025; NASW, 2021). Graduate education in social work is both intensive and costly due to specialized curricula and required field education, and restricting access to federal loan options will further deter prospective students from entering an already strained workforce pipeline (GAO, 2022; NASFAA, 2025).

Independent clinical social work licensure across states requires completion of an accredited MSW program and extensive supervised practice, commonly totaling approximately 1,000 hours (CSWE, 2025). These internships are frequently unpaid, limiting students’ ability to earn income while enrolled and increasing reliance on student loans to complete required training (Drechsler et al., 2023; Leslie, 2025). Reducing federal loan access under these conditions exacerbates financial barriers and underscores the need for expanded repayment and forgiveness options for students entering public-interest careers.

Social workers are indispensable to the health and well-being of individuals, families, and communities nationwide. Graduate-level training is a foundational requirement for professional practice and licensure. I urge the Department to maintain social work’s recognition as a professional degree, designate MSW students as professional students for federal lending purposes, and ensure that student loan policies support entry into this critical profession.

Conclusion
Social workers form a cornerstone of the nation’s behavioral health workforce, and a master’s degree is required for the licensure necessary to practice in clinical and advanced roles (BLS, 2025; HRSA, 2023). Reclassifying social work degrees and limiting graduate loan access will significantly constrain workforce entry and reduce access to essential services. Thank you for your time and consideration of this comment.

Sincerely,
[Your Name]
[City, State]

References

Bureau of Labor Statistics [BLS]. (2025, August 8). Social workers: Occupational outlook handbook. U.S. Department of Labor. https://www.bls.gov/ooh/community-and-social-service/social-workers.htm

Council on Social Work Education [CSWE]. (2025). Social work education in the U.S.: Annual survey of social work programs. https://www.cswe.org/research-statistics-0a2756984f2446870db6e935f0e44221/annual-survey-of-social-work-programs/

Drechsler, K., Beasley, C., & Singh, M. (2023). Critical conversations in compensating social work field education: A systematic review. International Journal of Social Work Values & Ethics, 20(2), 169–199. https://doi.org/10.55521/10-020-209

Government Accountability Office [GAO]. (2022). Behavioral health: Available workforce information and federal actions to help recruit and retain providers (GAO-23-105250). https://www.gao.gov/products/gao-23-105250

Health Resources and Services Administration [HRSA], National Center for Health Workforce Analysis. (2023). Behavioral health workforce brief. https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/Behavioral-Health-Workforce-Brief-2023.pdf

Leslie, A. F. (2025). Paid placements in social work: Addressing inequity and student well-being. Families in Society: The Journal of Contemporary Social Services. Advance online publication. https://doi.org/10.1177/10443894241310635

National Association of Student Financial Aid Administrators [NASFAA]. (2025). You have questions, we have answers: Making sense of the student loan changes from OBBBA’s RISE committee. https://www.nasfaa.org

National Association of Social Workers [NASW]. (2021). Blueprint of public policy priorities. https://www.socialworkers.org

The final rule defines the terms “professional student” and “graduate student” for purposes of determining federal student loan amounts based on the type of program in which a student is enrolled. Under the proposal, “professional students” would be those enrolled in one of 11 designated professional degree programs: pharmacy, dentistry, veterinary medicine, chiropractic, law, medicine, optometry, osteopathic medicine, podiatry, theology and clinical psychology. Students enrolled in these programs would qualify for up to $50,000 in federal loans per year, with a $200,000 aggregate limit, while graduate students would be eligible for up to $20,500 in federal student loans per year, with a $100,000 aggregate limit. The rule excludes graduate programs in social work, public health, and several other essential health and human service fields. If finalized, these changes would take effect July 1.

TAKE ACTION NOW: Submit public comments before March 2, 2026

Social Work Leadership Round Table Statement:

Together, the organizations representing the Social Work Leadership Round Table urge the U.S. Department of Education (ED) to include social work in its proposed definition of professional degrees. This reclassification is not a matter of semantics. This decision is far more than a semantic distinction, it carries significant consequences for students, communities, and public systems nationwide. Across the United States, social workers are vital to child welfare, behavioral health, schools, healthcare, and community systems, sectors already facing critical workforce shortages. In fact, professional social workers make up the largest segment of the mental health workforce in the United States. Reclassifying social work as a non-professional degree would further strain these systems through limiting students’ access to the federal loans needed to pursue an education, weaken public systems and increase taxpayer costs.

If fewer students can afford to earn a Master of Social Work (MSW), workforce shortages will deepen. Agencies will face higher recruitment and turnover costs, reduced continuity of care, and increased reliance on costly contract labor. Shortages of clinicians providing therapy, crisis intervention, school-based services, substance use treatment, and community-based care will grow—resulting in longer wait times and diminished access to culturally responsive services, particularly in rural, low-income, and underserved communities. To strengthen, not weaken, the behavioral health workforce, ED must include social work in the final definition of professional degrees. Maintaining appropriate federal loan access for MSW students and expanding federal funding opportunities that make social work education attainable are essential to upholding a strong and effective workforce.

Equally important is strengthening pathways into social work education, including expanding access to federal grants, training programs, and loan repayment opportunities, is essential to ensuring an equitable and diverse workforce. Access to essential funding streams such as Pell Grants, the Behavioral Health Workforce Education and Training (BHWET) Program, Health Resources and Services Administration (HRSA) scholarship and loan repayment initiatives, and other federal supports, must be strengthened and expanded, not constrained.

Signed by the Members of the Social Work Leadership Round Table:

Association of Baccalaureate Social Work Programs (BPD)
Association of Social Work Boards (ASWB)
Council on Social Work Education (CSWE)
Group for the Advancement of Doctoral Education in Social Work (GADE)
Grand Challenges of Social Work
National Association of Deans and Directors of Schools of Social Work (NADD)
National Association of Black Social Workers (NABSW)
National Association of Social Workers (NASW)
Society for Social Work and Research (SSWR)
Social Work Collective to Advance Research (SCoAR)

During the recent Social Work Leadership Roundtable briefing with our government relations partners at Lewis-Burke Associates, we received a comprehensive update on the rapidly shifting federal policy landscape. While much of this information has been ongoing in 2025, we want to share key highlights with you, as these developments have immediate and long-term implications for social work education, research, and the national workforce pipeline.

Major Federal Policy Shifts

One Big, Beautiful Bill Act (OB3)
On July 4, 2025, President Trump signed the One Big, Beautiful Bill Act (OB3), a sweeping $3.4 trillion package reshaping social programs, higher education policy, and federal spending priorities. The bill includes:

• Permanent extension of the 2017 tax cuts
• Cuts to Medicaid and nutrition assistance programs
• Significant increases in immigration and border security funding

Higher Education Changes in OB3
OB3 includes substantial changes to federal student aid that directly affect social work students and programs:

• Elimination of the Grad PLUS loan program (see 12/5/2025 letter from members of Congress urging the U.S. Department of Education to reverse policy change and ensure access to federal loans for all graduate degrees)
• New federal loan caps: $100,000 for graduate degrees and $200,000 for professional degrees
• Consolidated repayment options for future borrowers
• A new “low earnings outcomes” accountability metric, which could remove federal loan eligibility for programs whose graduates’ earnings fall below national thresholds

Impacts on Social Work Students and Programs

Despite the sweeping changes, current data show that social work programs overwhelmingly meet the new earnings metric:

• Over 99% of BSW and MSW programs exceed the earnings threshold, with only one program nationwide at risk of failing.
• Average MSW student debt is approximately $40,070, and 72% of students borrow less than the standard $20,500 annual loan limit.
• Median debt for social work doctoral programs averages $116,000, and for MSW programs $125,000, but nearly all programs fall under OB3’s new loan caps.

These data points suggest that while the loan cap and Grad PLUS elimination introduce new barriers, the accountability measure itself does not pose an immediate systemic risk for most social work programs. However, loan caps will reduce access to graduate education, particularly for students from low-income backgrounds, and create real pipeline concerns for the profession.

Broader Federal Context

• The federal government is experiencing unprecedented executive action, widespread litigation, and the longest government shutdown in U.S. history.
• Congress has largely rejected the Administration’s FY 2026 budget request, instead advancing bipartisan spending proposals that:
  • Level-fund the Pell Grant maximum award at $7,395
  • Provide modest increases to NIH, HRSA, and SAMHSA
• The Administration released a new “Compact for Academic Excellence in Higher Education”, which could impose federal restrictions on admissions, financial aid decisions, academic freedom, hiring practices, international students, and foreign funding.
• Federal agencies are seeing layoffs, grant cancellations, and DEI investigations, all of which may affect the research landscape.
• Fear among immigrant communities is already reducing willingness to seek healthcare or social services, with implications for both practice and research.

What This Means for Social Work Research and Education

These changes present both challenges and opportunities for our field.

Potential threats include:

• Reduced financial access to MSW and PhD programs
• Decreased international student enrollment
• Strain on civil rights, housing and social safety-net programs
• Instability in federal research funding and grant continuity

Areas with potential for constructive engagement include:

• VA and CMS reimbursement policy
• Behavioral health and mental health integration (Make America Healthy Again (MAHA) agenda)
• Telehealth extensions
• Targeted coalitions around higher education access and research protections

How SSWR Members Can Support the Field

Here are several key strategies for the months ahead:

• Share your research impact stories with SSWR (arendt@sswr.org), policymakers, funders, campus leaders, and professional networks. SSWR will be sending a call to action to members next week regarding the U.S. Department of Education reclassification of social work degrees
• Engage in advocacy through available channels, including coordinated efforts through SSWR and allied organizations
• Join coalitions that defend federal research infrastructure, student aid access, and equity protections
• Help define what rebuilding looks like for research, workforce pipelines, and community partnerships in this evolving policy environment

SSWR remains committed to keeping you informed and advocating for policies that strengthen social work research, education, and practice. Thank you for your ongoing leadership and for the vital role you play in advancing evidence that improves lives and communities.

If you have questions or would like to share how these issues are impacting your program or research, please reach out.

— SSWR Leadership

This exclusion reflects a troubling misunderstanding of how these professions safeguard community health. Social workers are central to the nation’s mental and behavioral health infrastructure and provide critical services to children, families, older adults, veterans, and historically marginalized communities. Social work professionals protect population health, respond to crises, and work to eliminate inequities. The social work profession require advanced training, specialized competencies, and, in many cases, licensure, precisely the characteristics that define professional education.

By removing these degrees from the “professional” category while simultaneously phasing out Graduate PLUS loans, the proposal would significantly restrict students’ access to federal financial aid. Such constraints threaten to limit who can enter these careers at a time when workforce shortages are already acute. Hundreds of thousands of students could lose access to needed financial aid, undermining efforts to build and sustain a diverse, highly trained workforce in high-need fields. For professions where graduates often work in lower-paid public service roles, preserving equitable access to graduate education is essential.

As the Department of Education prepares to issue a Notice of Proposed Rulemaking, SSWR will be actively involved in the comment process and will encourage our members and partner institutions to do the same. We will submit research-driven evidence demonstrating the consequences of excluding these programs and will work across coalitions to advocate for clear recognition of social work and public health as professional degree pathways.

SSWR remains committed to ensuring that federal policy supports, rather than restricts, the education of future social work researchers, educators, and practitioners. We will continue to engage with policymakers, allied organizations, and the broader academic community to protect student access to financial aid and to uphold the integrity and sustainability of the social work research and practice workforce.

Take action today! We look forward to submitting public comments and will share information on how you all can do so as well. Until then, contact your Senator and Representative and let them know that social work is and should continue to be a professional degree: https://www.congress.gov/members/find-your-member

The Society for Social Work and Research (SSWR) has joined with leading higher education and research organizations in signing an advocacy letter led by the Institute for Progress regarding the Department of Homeland Security’s proposed rule to eliminate “duration of status” (D/S) admissions for international students. The proposed change would replace the current system which allows students to remain in the U.S. for the length of their academic program to fixed admission periods of four years (or in some cases, only two).

This proposal poses significant risks for international students, U.S. universities, and the advancement of social work research. For social work specifically, the implications are profound:

Impact on Social Work Research

• The average U.S. PhD takes 5.8 years to complete, and often longer in the social sciences. A 4-year admission limit would force repeated extension requests, discouraging international student enrollment and disrupting research continuity.
• Nearly 40% of PhDs in the social sciences and health are awarded to international students. Reduced enrollment would shrink the research workforce advancing evidence on poverty, child welfare, aging, and health.
• International researchers bring essential global perspectives, strengthening the impact and applicability of social work scholarship.

Impact on Social Work Education

• International students comprise about 12% of graduate students in social work programs. Even modest declines in enrollment would harm program viability, particularly at research-intensive universities.
• Graduate assistants, including international students, support over 25% of undergraduate teaching at research universities. Their absence would increase faculty burdens and reduce mentorship opportunities.
• Field placements, lasting 9–12 months, could be disrupted by visa renewal uncertainties, undermining agencies, clients, and students’ experiential learning.

Impact on the Social Work Profession

• The U.S. Bureau of Labor Statistics projects a 7% growth in social work jobs from 2022–2032, with more than 63,000 new positions expected. International graduates are an important part of meeting this demand.
• Over 20% of foreign-trained social workers remain in the U.S. post-graduation to serve in high-need communities, including through outpatient therapy and waiver programs. Restrictive policies threaten this pipeline.
• International collaboration has driven practice innovations in areas such as refugee resettlement and community mental health. This rule risks isolating U.S. social work from global advances.

Impact on Behavioral Health Workforce

• Social workers provide more than 65% of U.S. mental health services. Reduced international student enrollment would exacerbate workforce shortages.
• The U.S. already faces a shortage of 14,000 behavioral health providers. International MSW and PhD graduates are essential to filling these gaps, particularly in underserved communities.
• International social work students, over 25% of whom are bilingual or multilingual, expand linguistic and cultural access, improving care and reducing disparities.

How You Can Advocate

SSWR encourages members to add their voices to this urgent issue. You can:

1. URGENT: Submit a public comment on the proposed rule at Regulations.gov. Deadline to submit public comment is TODAY, September 29 at 11:59pm EDT. Personal and professional experiences that highlight the importance of international students in your work and institutions are especially valuable.
2. Contact your elected officials, particularly members of Congress on education, immigration, and health committees, to express how this rule would harm research, education, and the behavioral health workforce.
3. Use the data provided above in your advocacy. Grounding your comments in evidence about the impact on social work makes them more compelling to policymakers.

SSWR is committed to ensuring that social work research, education, and practice remain inclusive, globally connected, and responsive to the needs of communities. We stand with our international colleagues and students whose contributions are essential to the future of our profession.

Thank you for your advocacy and support.

All the best,

Ramona Denby-Brinson, PhD, ACSW, LMSW
President, Society for Social Work and Research
Dean & Wallace H. Kuralt, Sr. Distinguished Professor
of Public Welfare Policy and Administration
University of North Carolina at Chapel Hill School of Social Work

Valerie Arendt, MSW, MPP
Executive Director, Society for Social Work and Research

As Congress moves forward with the Fiscal Year (FY) 2026 Labor, Health and Human Services, Education, and Related Agencies (L-HHS-ED) appropriations bill, key funding decisions are underway that will directly impact social work research and the broader scientific community. The stakes are high, proposed cuts to federal discretionary spending could limit critical resources for research, education, and workforce programs that support our field.

On September 9, the full House Appropriations Committee approved its version of the FY 2026 L-HHS-ED bill. This bill proposes approximately $184.5 billion in discretionary funding, which is a significant decrease—about $13.7 billion below the FY 2025 enacted level. The vote was along party lines, with all Republicans in favor and all Democrats opposed. The House and Senate are proposing different spending plans than the President’s budget. While they both agree on a small funding increase for the National Institutes of Health (NIH) and keeping Pell Grant funding the same, they disagree on money for workforce programs.

During the bill’s review, several bipartisan amendments were adopted including ones to preventing the Centers for Medicare & Medicaid Services (CMS) from running a prior authorization pilot and protecting funding for Hispanic-Serving Institutions and GEAR UP to support student success. To view the complete Appropriations Update: House Appropriations Committee Approves FY 2026 Labor, Health and Human Services, and Education Funding Bill, from our government relations partner, Lewis-Burke Associates, click on this link.

Given the delays in the annual appropriations process, it is highly unlikely that the House and Senate will finalize a bill before the September 30 deadline. This means a continuing resolution (CR) will likely be necessary to fund the government, or parts of it, until a final funding package is negotiated.

We will continue to monitor the situation and further developments, and keep you informed.

Your engagement and advocacy are critical as these decisions directly affect our ability to advance social work research and practice.

All the best,

Ramona Denby-Brinson, PhD, ACSW, LMSW
President, Society for Social Work and Research
Dean & Wallace H. Kuralt, Sr. Distinguished Professor
of Public Welfare Policy and Administration
University of North Carolina at Chapel Hill School of Social Work

Valerie Arendt, MSW, MPP
Executive Director, Society for Social Work and Research

As leaders of the Society for Social Work and Research, we write to you today to provide an important update on a critical issue impacting the future of social work science and to ask for your advocacy. At a time when the federal government’s support for scientific research is under scrutiny, we are working diligently to safeguard the funding that is essential for our field.

One of the most pressing challenges we face is the potential for the Office of Management and Budget (OMB) or other federal agencies to arbitrarily cap or limit the reimbursement of indirect costs, also known as Facilities and Administrative (F&A) expenses. While the Trump administration’s efforts to do this have been met with resistance, the threat remains. Such a change would severely jeopardize the core of social work research, potentially delaying or even halting the vital work happening at universities and research institutions across the nation.

In response to this threat, a diverse group of national organizations representing academic, medical, and independent research institutions have come together to form the Joint Associations Group (JAG) on Indirect Costs. JAG’s mission is to develop a more efficient, transparent, and defensible model for how the federal government reimburses research institutions for essential costs. This effort, known as the Financial Accountability in Research (FAIR) Model, seeks to streamline processes and increase transparency, all with the singular goal of ensuring taxpayer dollars are used effectively to advance research that benefits all Americans.

We are pleased to report that our collective advocacy is having an impact. The House and Senate Appropriations Committees have acknowledged the work of the JAG in several of their FY 2026 spending bills and have urged the administration to work with the extramural community before making any changes to F&A support. To build on this momentum, the Society for Social Work and Research has signed a letter to appropriators expressing our dedicated support for the JAG’s work and urging them to strengthen language in the final spending bills.

Now, we need your help. We must continue to work with our government relations partners and Congressional representatives to protect and advance social work research. While federal funding is not our only source of support, it is critical to maintain robust research programs and advancing the work we do on behalf of so many communities and vulnerable populations across the nation.

Please contact your congressional representatives and urge them to support the work of the JAG by:

• Including appropriations bill language supporting the work of the JAG and the development and implementation of the FAIR model by the Executive Branch.
• Blocking any federal agency or OMB action to cap or otherwise change existing negotiated F&A rates until they have worked with the stakeholder community to develop a clear plan for implementing a new system based on the FAIR model framework.
• Ensuring at least a two-year transition period for agencies and institutions to make the necessary changes to an alternative model.
• Preserving continued support for F&A expenses at existing levels until the new model is fully implemented.

Together, we can ensure the continued funding of critical social and behavioral research that supports social work science and advances our mission. Thank you for your dedication and for taking this important action.

All the best,

Ramona Denby-Brinson, PhD, ACSW, LMSW
President, Society for Social Work and Research
Dean & Wallace H. Kuralt, Sr. Distinguished Professor
of Public Welfare Policy and Administration
University of North Carolina at Chapel Hill School of Social Work

Valerie Arendt, MSW, MPP
Executive Director, Society for Social Work and Research

I want to bring to your attention a significant update from Lewis-Burke Associates, the government relations partner of the Society for Social Work and Research.

Appropriations Update: Senate Committee Approves FY 2026 Labor, HHS, and Education Funding Bill

The full Senate Appropriations Committee just approved the Fiscal Year 2026 Labor, Health and Human Services, and Education (L-HHS-ED) bill with strong bipartisan support. This is a big deal, as the bill sets funding for a wide range of critical areas, including biomedical research, public health, education, and workforce programs. It would provide a total of $196.9 billion in discretionary funding for the next fiscal year.

What happens next? The House is expected to take up their version of the bill after they return from their August Recess in September. Given likely delays in the appropriations process, it is unlikely that both chambers will agree on a final L-HHS-ED bill before the current funding expires on September 30. This means we will probably see a continuing resolution (CR) to keep the government running until a final funding deal can be negotiated.

We will keep you posted on further developments. Follow this link for more information.

Thank you for your continued commitment to SSWR and your contributions to advancing social work science.

All the best,

Ramona Denby-Brinson, PhD, ACSW, LMSW
President, Society for Social Work and Research
Dean & Wallace H. Kuralt, Sr. Distinguished Professor of Public Welfare Policy and Administration
University of North Carolina at Chapel Hill School of Social Work

Both versions of the bill call for eliminating Grad PLUS loans for social work graduate students. Grad PLUS loans are unsubsidized federal student loans that provide students with the flexibility needed to borrow enough money to cover the full cost of attendance at their school, giving them access to a broader range of program options. These loans have fixed interest rates and borrower protections, benefits often missing from other loan programs. And Grad PLUS loans can be eligible for programs like Public Service Loan Forgiveness, which incentivizes students to give back to their communities.

The Senate bill also includes “accountability frameworks” that could limit federal student loan availability for programs based solely on graduates’ earnings. This means that students may not be able to achieve the career they choose simply because Congress thinks it’s not lucrative enough.

If this legislation passes, many students will lose their freedom to choose the future they desire, and fewer students will be able to pursue social work as a career at a time when we desperately need more social workers. The U.S. Bureau of Labor Statistics projects that more than 67,000 new social work jobs will be added yearly through 2033. The last thing our country needs is new barriers to social work education.

We, the undersigned, call upon both houses of Congress to eliminate provisions in the budget that will make college less affordable for millions of low-income students and make it harder for Americans to choose the education and career opportunities they want. Grad PLUS loans should be restored. Accountability frameworks should be structured to account for issues that impact social work programs, such as requirements around state licensure and public sector earnings potential. And we urge the members of our respective organizations to make their voices heard and deliver this message personally to their congressional representatives. You can also use action networks from the National Association of Social Workers (Opens in a new window) and the American Council on Education (Opens in a new window).

Signatories: 

• The Council on Social Work Education (CSWE)
• American Academy of Social Work & Social Welfare (AASWSW)
• Social Work Collective to Advance Research: Deans & Directors Group (SCoAR)
• Society for Social Work and Research (SSWR)
• The Association of Baccalaureate Social Work Program Directors (BPD)
• The Association of Social Work Boards (ASWB)
• The Board of Directors of the Group for the Advancement of Doctoral Education in Social Work (GADE)
• The National Association of Black Social Workers (NABSW)

In my ongoing commitment to inform you on federal policies impacting the social work profession, social work science, schools of social work, and higher education, I am providing you with this important update from our government relations partner, Lewis-Burke Associates, LLC, : Policy Update: Senate HELP Committee Releases Higher Education Reconciliation Proposal.

The Senate HELP Committee’s Higher Education Reconciliation Proposal introduces significant changes to federal student aid, including potential alterations to Grad PLUS and Parent PLUS loans and shifts in Pell Grant eligibility, which have substantial implications for schools of social work, our faculty, students, and profession. These proposed policy changes could create new financial barriers for students pursuing social work degrees, potentially impacting workforce diversity, and the availability of social workers in underserved communities.

I encourage you to analyze these proposals’ potential effects on student access, program sustainability, and the broader social work workforce. Together, we will continue to advance social work science, uphold the highest standards of research integrity, and make a lasting and positive impact on our profession and the communities we are privileged to serve.

All the best,

Ramona Denby-Brinson, PhD, ACSW, LMSW
President, Society for Social Work and Research
Dean & Wallace H. Kuralt, Sr. Distinguished Professor of Public Welfare Policy and Administration
University of North Carolina at Chapel Hill School of Social Work

Policy Update: Senate HELP Committee Releases Higher Education Reconciliation Proposal (PDF)