INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Challenges Faced by Social Work Students during Field Placements  
in Malawi  
Tapiwa Singini  
School of Social Development-Anthropology Department, East China Normal University  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100311  
Received: 01 December 2025; Accepted: 05 December 2025; Published: 09 December 2025  
ABSTRACT  
Field placements are an integral component of social work education, offering students critical opportunities for  
experiential learning and professional development. Field placement provides an opportunity for students to use  
knowledge gained in the classroom to test and improve their skills through experience. In the process, they gain  
more knowledge, gain confidence by working with clients and confirm their skills. However social work students  
in Malawi face numerous challenges during field placement. This paper explores the experiences of social work  
students during their field placements in Malawi. Based on the interviews of twenty-two social work students  
from The Catholic University of Malawi who completed field placements in 2024 in different institutions such  
as non-governmental institutions, government agencies, not for profit organization and charity agencies, this  
research revealed that students encountered many ethical difficulties in field placements. Findings reveal that  
while field placements provide invaluable hands-on experience, challenges such as limited resources, cultural  
barriers, emotional burden, poor orientation and readiness, a disconnect between theory and practice, and  
inadequate supervision frequently hinder the learning process. These challenges significantly hinder students’  
ability to develop practical skills, professional identity and confidence in applying classroom knowledge to real  
life situations. The study highlights the critical role of effective field education in bridging academic learning  
with professional practice. It underscores the need for improved collaboration between academic institutions and  
field agencies, better supervision structures, and preparatory training to support students’ readiness for  
placement. The findings have important implications for curriculum design, pedagogical approaches, and the  
overall quality of social work education and practice.  
Keywords: ethical dilemmas, field placement, Malawi, social work practice  
INTRODUCTION  
Social work education blends classroom theory with hands-on, experience learning via fieldwork. Field  
placements in social work education help students build and solidify their professional identities, connect social  
work theories and knowledge with practice, and equip them to work with people and settings while adhering to  
social work ethics and principles. Field placement (FP), also known as practicum, internship, field work,  
industrial attachment can be defined as a way where a social work student displays knowledge learnt in class  
into practice. Students get the chance to encounter ethical dilemmas and learn how to handle them professionally  
through field placement. Field placements provide a crucial link between classroom instruction and practical  
experience in Malawi, allowing students to apply abstract ideas to intricate societal problems. However, most  
schools or departments of social work in Malawi lack professional field staff and coordinated curriculum to  
guide social work profession, in contrast to social work education in developed nations. These may produce  
ethical challenges and make it difficult for students to seek professional assistance for the difficulties during  
field placements. Research on this topic is significant to provide empirical evidence upon which support may be  
developed and delivered to help students cope with or learn to solve ethical difficulties in field placements in  
Malawi.  
The role of field placements in social work education  
Field placements are an essential component of social work education, bridging the gap between theoretical  
knowledge acquired in the classroom and the practical skills required in the field (Sunirose, 2013)& Uche et al,  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
2014). These placements offer students the opportunity to apply academic learning in real-world settings, where  
they encounter the complexities and challenges inherent in social work practice (Sunirose, 2013). This  
experiential learning process is crucial for developing professional competence, ethical decision-making, and  
the personal qualities required for effective social work practice.  
Field placements are selected based on convenience, availability and accessibility, providing an opportunity for  
social work students to exercise their roles as social workers (Lombard, 2015). Moreover, FP provides an  
opportunity for students to use knowledge gained in the classroom to test and improve their skills through  
experience. In the process, they gain more knowledge, gain confidence by working with clients and confirm their  
skills (Mugumbate, 2020). Field placements provide a unique environment for students to gain firsthand  
experience in diverse social service settings (Hemy et al., 2016; Maidment, 2003; Smith et al., 2015), such as  
community organizations, hospitals, schools, and governmental agencies. By working directly with clients and  
engaging with social work professionals, students learn to navigate the various systems they encounter in their  
careers, from social service policies to organizational structures and community resources. These experiences  
help students understand the broader socio-economic and cultural contexts in which social work interventions  
occur, ensuring that their practice is relevant, sensitive, and culturally appropriate.  
Furthermore, field placements allow students to engage in real ethical dilemmas, offering a crucial space for  
developing ethical reasoning skills. In the classroom, students may learn about ethical principles and codes of  
conduct, but it is only in the field where they can test these theories against the reality of human suffering,  
systemic injustice, and resource limitations (Baird & Mollen, 2023; Eriksen & Gradovski, 2020). Students often  
face complex ethical situations, such as balancing client autonomy with their duty to protect vulnerable  
individuals or navigating organizational constraints that may impede the delivery of optimal services. These  
experiences provide invaluable opportunities for reflection, as students must grapple with their emotions, values,  
and professional responsibilities while finding ways to resolve ethical conflicts.  
Another significant aspect of field placements is the mentorship and supervision that students receive during  
their time in the field. Field supervisors play a critical role in shaping the student’s development by providing  
guidance, support, and constructive feedback (Islam, 2024; Kourgiantakis et al., 2019). Through regular  
supervision sessions, students are encouraged to reflect on their practice, explore their emotional responses to  
challenging situations, and consider alternative approaches to addressing complex issues. This supervisory  
relationship is key to helping students integrate theoretical knowledge with practical skills while fostering their  
professional identity and self-awareness. Field placements for social work practice training should have an onsite  
supervisor to supervise the daily practice of social work students; office space and/or infrastructure, and the  
minimum administrative support (Lombard, 2015). However, most practicum institutions lack supervisors who  
can guide social work students as they are either not trained in the field or do not have experience in supervising  
social work students (Solomon, 2020). This gap creates a challenge for the students when they face ethical  
dilemmas.  
In addition to professional development, field placements also contribute to personal growth. Social work  
students often encounter challenging and emotionally taxing situations that can lead to stress, burnout, or ethical  
dilemmas. These experiences require students to develop emotional resilience and coping mechanisms, ensuring  
they are better equipped to handle the demands of social work practice (Eriksen & Gradovski, 2020;  
Mthimkhulu; Rehn & Kalman, 2018). The emotional challenges faced in the field also provide opportunities for  
students to build empathy, develop emotional intelligence, and learn how to manage the emotional toll of  
working with vulnerable populations (Wu et al., 2021).  
Overall, field placements are indispensable in the formation of competent and ethical social workers. They not  
only provide students with the practical skills needed to succeed in the profession but also nurture the personal  
and emotional growth required to meet the challenges of social work practice. By offering a platform for hands-  
on learning, critical reflection, and ethical practice, field placements prepare students to navigate the  
complexities of real-world social work, ultimately equipping them with the tools needed to make meaningful  
contributions to the well-being of individuals and communities.  
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Social work education in Malawi  
In 1964, Magomero College, a training center under the then-Ministry of Local Government, launched a diploma  
program in community development with the primary goal of preparing Malawi Young Pioneers to carry out  
community development projects successfully. This marked the beginning of social work education in Malawi  
(Kakowa, 2016). The Young Pioneers were an elite wing of the League of Malawi Youth, a nationalist  
organization affiliated with the then-dominant Malawi Congress Party (MCP) (Phiri, 2000 as cited in (Kakowa,  
2016)). In 1966 the government established the Ministry of Community and Social Development that inherited  
Magomero College and the certificate course. More social work modules were added to the curriculum in 1978  
as a result of the communities' increasing need for social welfare services, the College introduced a fully-fledged  
certificate programme in social welfare that produced Social Welfare Assistants (SWAs). During this period, the  
professional cadre of social welfare officers were drawn from sociology and other social sciences and sent for  
professional training at Swansea University in Wales. In 2006, the Catholic University of Malawi introduced a  
four-year bachelor’s degree programme in social work (Kakowa, 2016; Kakowa & Nkhata, 2023; Walker et al.,  
2024; Wizi-Kambala, 2024). This was followed by DMI-Saint-John of God the Baptist University’s (DMI-  
SJGBU) opening of a school of social work with three bachelors’ degree programmes, namely Community  
Development, Human Resource Management and Social Work, in 2010. However, the Ministry of Gender,  
Children, Disability and Social Welfare (MoGCDSW) had limited influence over the curriculum, these being  
private universities. The Ministry, therefore collaborated with the University of Malawi, United Nations  
International Children’s Emergency Fund (UNICEF) and United States Agency for International Development  
(USAID) to introduce a social work degree programme at Chancellor College, the first intake of which was in  
2013. Apart from these programs, there are also universities that provide courses in community and rural  
development that are evaluated by United Kingdom (UK)-based organizations. Four-year bachelor's degree  
programs in rural and community development have also been added by a few private universities, such as  
Exploits University, Shareworld Open University, and Blantyre International University. The Regional  
Psychosocial Support Initiative (REPSSI) in collaboration with the University of KwaZulu Natal (UKZN)  
introduced a certificate programme, Community Based Work with Children and Youth (CBWCY), which targets  
volunteers and frontline staff in social welfare agencies, working with children and youth (Kakowa, 2016). The  
degree programmes introduced by the three universities are still established, separate from each other and hope  
for regulation and standardization rests in by then yet to be formed National Association of Social Workers. Now  
called The Association of Social Workers in Malawi (ASWiM) founded in 2017 has no established curriculum  
to guide social work program in the universities. But according to (Gray & Fook, 2004), social work education  
must be up to date and address contemporary issues. Therefore, it is necessary to make sure that the curriculum  
is contextualized to represent Malawians' requirements. This entails going beyond activities that are traditionally  
conceptualized as part of the social work domain (Mupedziswa & Sinkamba, 2014). The curriculum should  
prepare the professionals to be Conventional and flexible to address the nation’s complex socioeconomic issues.  
If social work education is to be relevant, it must be acknowledged that the theoretical foundation of the  
curriculum must address the needs of the local population that is intended to be serviced. Universities that offer  
social work program focus on general social science modules, such as sociology, psychology, anthropology,  
political science, and economics. Common modules in the Chancellor College, Catholic University and DMI-  
SJGBU curriculum are: entrepreneurship and micro-financing, counselling and guidance, Human  
Immunodeficiency Virus (HIV) and Acquired Immunodeficiency syndrome (AIDS) management,  
organizational behaviour and conflict management, hospital social work, rural and urban development planning,  
social work administration, social work with disabilities and special populations, family and child welfare, life  
course and ageing, social protection, youth and development, environment and disaster risk management,  
community health and nutrition, and community development. All colleges also send their students once or twice  
for field placement during the third and fourth years of their studies. The placements are either in  
charities/nongovernmental organizations or with the district councils and can be classified into two categories.  
In the first category, students are expected to work at the allocated agency, shadowing social workers who are  
currently employed there and produce a report at the end. In the other category, the students are expected to  
design a project and implement within the placement agency under the guidance of a licensed social worker and  
produce a report at the end. Typically, the placements last for four months long. Although there are different  
approaches, all colleges train generalists or generic social workers. The programmes, however, are not very  
contextualized (Kakowa, 2016). Moreover, according to Kakowa and Kambala, although social work profession  
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is becoming more and more recognized, students often face obstacles because of limited resources, different  
levels of field supervision, and sociocultural complexities in service delivery (Kakowa, 2016; Wizi-Kambala,  
2024). These obstacles call for specialized support mechanisms to ensure effective learning and professional  
growth.  
MATERIALS AND METHOD  
The study involved students in the Bachelor of Social Work (BSc) programme at The Catholic University of  
Malawi, who completed placements in 2024, were purposely selected, considering the appropriateness of  
sample, availability of research participants and limited financial support for this research. The programme was  
launched in 2006 and was amongst one of the first Social Work programmes in Malawi. Students are required  
to complete a 480-hour field placement within four months during the second semester of their final study. Also  
known as block practicum where students conduct fieldwork for a semester without other subjects. There are  
several social work agencies in Malawi but do to unclear description of roles for social workers, many social  
work students end up in institutions that do not clearly empower social work students, and not all students were  
able to do placements in social work agencies. Amongst ninety-two BSc students who completed placements in  
2024, only 54 did placements in social work agencies. Considering that this research intended to explore  
students’ ethical difficulties in professional social work settings, only thirty-five students were selected and  
approached. Following the principle of data saturation (Saunders et al., 2018), after interviewing twenty students,  
the ability to obtain new information was attained and further coding was no longer feasible. Two additional  
interviews were conducted and confirmed data saturation. Therefore, a total of twenty-two students were  
included in this research. These twenty-two students were placed in five social work agencies, nine non-  
governmental organizations (NGOs) that engage social work professionals in providing services for vulnerable  
people, and eight governmental departments in charge of social work services (district councils). Of the twenty-  
two students, five were weekend students who work in other professions other than social work but want to  
upgrade themselves, but none had experience as social workers before the placements. The participants aged  
between twenty-three and twenty-eight years with a median age of twenty-four years. Eighteen were female.  
In-depth individual and semi-structured interviews were adopted to collect data. The development of the  
interview guide was based on the literature review on ethical difficulties amongst social work students and  
practitioners in field placements and in consultation with social work teachers who taught and provided field  
placement supervision for social work students in this research. Examples of the interview questions included  
‘What were ethical difficulties in your field placement?’, ‘How did you respond to them?’ and ‘Was there support  
available for you to handle them?’. Fifteen participants were interviewed face-to-face in places convenient for  
participants and seven were interviewed through WhatsApp phone call due to their unavailability of an onsite  
interview. The data were collected from March 2025 to April 2025 when the participants just completed  
fieldwork. Each interview took an average of forty-five minutes. The study was approved by the social work  
department and conducted under the ethical guidelines. Because all participants were familiar with language  
used been, written consent was adopted.  
The interviews were audio-recorded and transcribed verbatim and double checked. The transcripts were coded  
and analysed thematically to identify themes and categories within the qualitative data. The codes were  
developed using artificial intelligence from WordCloud.com (Fig 1). The step-by-step qualitative data analysis  
approach (Alston and Bowles, 2019) and constant comparison were employed. To avoid losing any meaning of  
the dialogue, the transcripts of interviews were read and analysed in English. Quotes representing the major  
themes were selected from the transcripts and then translated from Chichewa to English. Personal identifying  
information was erased from the records and transcripts and pseudonyms were used to protect confidentiality of  
the participants.  
To ensure confidentiality, participants' identities were anonymized using pseudonyms, and identifying data were  
excluded from the transcripts and all data were stored securely. Participants were also assured of their right to  
withdraw from study at any stage, without needing to provide a reason or face any consequences. Ethical  
clearance was obtained from the Department of Social Work at The Catholic University of Malawi before data  
collection.  
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RESULTS  
This section presents findings from qualitative thematic analysis of transcribed interviews with 22 Bachelor of  
Social Work students from The Catholic University of Malawi. The data was manually coded and arranged into  
six major themes. The results are conveyed through structured thematic descriptions, direct quotations, a  
summary table, and accompanying visualizations, including a word cloud.  
Data organization and thematic summary  
Interview responses were systematically coded and grouped into the following six categories (see tables 1 &2  
below)  
Table 1: Summary of key themes and frequency of reported challenges during field placement  
Theme Title  
Sub-Themes  
Frequency  
Theme  
No.  
1
2
3
Inadequate Supervision  
Financial Hardship  
Marginalization  
Supervisor absence, lack of academic follow-up  
Lack of transport/meal support, economic distress  
High  
Moderate  
Moderate  
Assigned non-social work tasks, professional  
neglect  
4
5
6
Theory-Practice Disconnect  
Ethical contradictions, disillusionment  
High  
Poor Orientation and Readiness  
Unclear goals, lack of preparatory training  
Trauma exposure, absence of support systems  
High  
Moderate  
Emotional  
Burden  
and  
Psychological  
Table 2: demographic data of the participants  
age  
21  
gender  
M
Quotes  
Agency  
Participant  
name  
Reported  
challenges  
Vunda  
Youth centre  
emotional  
psychological  
and Sometimes it was hard to hold it Communi  
together when clients are expressing ty  
burden, financial their concerns, you feel like crying but placement  
hardship  
you are expected to be professional.  
It was very hard, I had to figure out for  
transport, two way and lunch was on  
my own. Sometimes I had to skip  
lunch just to save up for transport.  
Chifuniro  
22  
F
inadequate  
During my fieldwork, I only met my Conventio Social  
supervision, poor  
supervisor once. I felt neglected and nal  
welfare  
orientation  
readiness,  
and unsure of what I was supposed to do placement  
most of the time.  
department  
financial hardship,  
I feel like I was not well prepared. Of  
course, before the practicum we were  
oriented but only on what we should  
do, for example how to handle file  
work which we present it to the  
emotional  
psychological  
burden  
and  
university  
supervisor  
during  
supervising, but they never taught us  
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on  
how  
to  
present  
ourselves  
professionally and all the work ethics  
Sithembile  
22  
F
Health centre  
inadequate  
We were just sent to the field without Communi  
proper orientation. I didn’t know what ty  
supervision, poor  
to  
expect  
or  
how  
to  
behave placement  
orientation  
readiness,  
and  
professionally  
marginalization  
My supervisor would show up once a  
week. I had to make tough calls on my  
own and I wasn’t sure if I was doing  
the right thing  
Salaniponi  
22  
M
emotional  
and Listening  
to  
client’s  
traumatic Conventio Refuge  
experiences every day was draining. I nal  
didn’t know how to deal with it placement  
emotionally  
centre  
psychological  
burden, financial  
hardship,  
orientation  
readiness  
poor  
and  
Dzeko  
Titi  
22  
22  
F
F
emotional  
psychological  
burden, financial much for me…  
hardship  
and The place was convenient for me but Communi  
local transport and lunch are way too ty  
Youth centre-  
NGO  
placement  
inadequate  
supervision,  
theory  
What we learnt in class is different Communi  
from what happens in the field. I was ty  
and confused because I couldn’t apply placement  
most of the theories  
Child  
protection  
centre  
practice  
disconnect,  
marginalization  
Nana  
22  
F
HIV/AIDS  
centre  
emotional  
psychological  
and Every time I went to work, I felt Conventio  
anxious, not because of the work nal  
burden, financial itself, but because I didn’t feel placement  
hardship  
emotionally equipped to handle the  
clients’ trauma.  
Sibo  
22  
22  
F
F
theory  
practice  
disconnect,  
marginalization  
and In school, we were taught about Communi  
empowerment and ethics, but in the ty  
field, I saw clients being treated placement  
without respect and dignity  
Women’s  
program  
Maya  
NGO  
inadequate  
supervision,  
theory  
The office was too open. Sometimes Conventio  
clients would walk in while I am in nal  
and session with another client, or my co placement  
workers could walk in during the  
practice  
disconnect  
session, so we had to stop and wait  
until we have no one around. I think  
sometimes confidentially is bleached  
Xhosi  
23  
M
Local CBO  
inadequate  
We were not given any financial Communi  
support for transport or meals. I had to  
borrow money just to report for  
fieldwork  
supervision,  
theory  
practice  
ty  
and  
placement  
disconnect,  
marginalization  
I was mostly doing clerical work-  
writing reports and filing  
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Bangula  
Muzikola  
Gogo  
23  
23  
23  
M
M
F
emotional  
and I had to report a case of child abuse, Conventio Government  
but the family and the village elders  
wanted it to be handled ‘traditionally’.  
I felt stuck between ethics and culture  
hospital  
psychological  
burden, theory and  
practice  
nal  
placement  
disconnect  
Hospital  
emotional  
psychological  
burden,  
orientation  
readiness  
and After seeing a child in a terrible Conventio  
condition, I couldn't sleep well for nal  
days.  
placement  
poor  
and  
Elder  
centre  
care  
emotional  
psychological  
burden, financial  
burden,  
orientation  
readiness  
and It was hard to concentrate at the Conventio  
placement because I was constantly nal  
worried about how I would afford placement  
transport the next day  
poor  
and  
Mphax  
23  
F
Youth centre  
theory  
practice  
disconnect,  
orientation  
readiness  
and Sometimes I felt like the theories were Communi  
just for passing exams, not for real ty  
poor practice. I find it very difficult to placement  
and apply the theories….  
Tutu  
24  
24  
M
F
poor  
and  
marginalization  
orientation There was no clear outline of the Communi  
readiness, objectives we were supposed to ty  
NGO-youth  
centre  
achieve. I ended up doing general placement  
work without any learning outcomes  
Nyasa  
Social  
welfare  
inadequate  
supervision,  
theory  
practice  
disconnect  
We were many of us from different Communi  
universities… It felt like we were ty  
and expected to know what to do from day placement  
one, but we didn’t, and our supervisor  
expected a lot from us… but was  
barely available  
Mthetho  
Mzati  
24  
24  
25  
26  
M
M
F
Community  
outreach  
emotional  
psychological  
and My supervisor would assign me tasks Communi  
unrelated to social work just to keep ty  
burden, financial me busy, like making photocopies  
hardship,  
marginalization  
placement  
NGO  
inadequate  
supervision, poor  
orientation  
readiness  
Sometimes when I ask my supervisor Conventio  
nal  
placement  
he wouldn’t respond, he would just  
tell me to figure out myself, but when  
my female colleagues ask he would  
respond in no time….  
and  
Kwangu  
Mwapatsa  
Clinic  
emotional  
psychological  
burden, financial  
burden,  
marginalization  
and During orientation, they never told us  
Communi  
ty  
how emotionally exhausting it is….  
placement  
F
inadequate  
I never had the chance to interact with Communi  
Social  
my internship supervisor. There was  
no guidance or follow-up throughout  
the placement  
supervision,  
theory  
practice  
disconnect  
ty  
welfare  
department  
and  
placement  
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Nsipe  
28  
31  
F
NGO  
inadequate  
supervision,  
theory  
practice  
disconnection,  
The supervisor is there but too busy  
with other things, we rarely met….  
Conventio  
nal  
placement  
and  
poor  
orientation  
and readiness  
Themba  
M
NGO-  
Partner  
inadequate  
supervision, poor  
He is either in the field or had Conventio  
travelled for other tasks, we were only nal  
orientation  
readiness  
and sending reports to him through placement  
WhatsApp…  
Theme 1: Inadequate supervision  
One major problem for participants was that there was no regular supervision in place at either the agency or  
institutional level. There were complaints from students that assigned supervisors did not guide them well,  
leaving them without advice in tough ethical situations. According to one student:  
My field supervisor and I only had one meeting during my field placement. I often felt that nobody cared and I  
wasn’t sure what to do most of the time.  
This indicates that there is a deeper problem in using field education guidelines, as supervision is frequently  
focused on procedures rather than the learning experience. Not properly supervising students makes it hard for  
them to learn through reflection, form a professional identity and make good ethical judgments in real settings.  
Theme 2: Financial hardship during placement  
Many participants reported that not having financial resources creates major obstacles when taking part in field  
activities. Students said that they stressed more and missed school sessions because the institution did not help  
cover their basic costs such as transportation or meals. As one of the participants explained,  
We had to pay for the transport and food ourselves. All my money went towards fieldwork, so I had to borrow it  
just to begin.  
Through this theme, we see how unfairness in the economy can combine with unequal education, leading to  
extra difficulties for students to learn from their surroundings. A lack of financial costs prevents teachers from  
getting to placement sites and this leads to repetitive stress that takes attention away from teaching and  
improving.  
Theme 3: Marginalization by supervisors and staff  
Many students said they felt excluded and treated as less important by their host institutions. Quite a lot were  
required to do basic office duties and paperwork, far from important tasks they were qualified for. One stated  
that,  
I was once told by one participant that occasionally, their supervisor gave them photocopying as a duty instead  
of meaningful work in social work.  
Being excluded from work hours signals that these students are neglected as competent in both learning and  
career skills. They make learning difficult, suggest to students that they get in the way and contradict the idea of  
equality central to social work education.  
Theme 4: Theory-practice disconnect  
Disparity between classroom learning and field realities was a major concern. Many students found that things  
taught in class did not always match what was seen in the field. Students were disappointed that the things they  
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learned at university were very different from what was happening in the care settings they worked in. According  
to Student 8, students are shown the principles of empowerment and ethics in school, but in real life, they noticed  
clients weren’t treated with respect.  
‘In school, we are taught about empowerment and ethics, but in the field, I saw clients being treated without  
respect.’  
Such contradictions point to a need for curriculum localization and integrative pedagogy. As a result, the  
underlying knowledge structure in social work teaching centers needs to be updated by making academic content  
fit the context of social work in Malawi. Without this guidance, students encounter conflict between how they  
imagine things and how things actually work without much help or guidance.  
Theme 5: Poor orientation and readiness  
Many students entered fieldwork without full understanding of the ethical, procedural and interpersonal obstacles  
that might occur. Several participants mentioned they were given insufficient notice about what they would have  
to do, or how to behave. One student complained that:  
We were dropped into the field and left to learn it by ourselves. I wasn’t sure what to anticipate and how I should  
carry myself in a job situation.  
The absence of support needed makes it difficult for students to work as professionals, as they have not learned  
the basic things needed to do so. These readiness deficiencies prevent people from adapting quickly, reduce their  
ability to keep learning and cause more questions about doing the right thing.  
Theme 6: Emotional and psychological burden  
Students participated in practice places that prepared them for dealing with trauma, systemic shortcomings and  
individuals who were most at risk. With no formal psychosocial care, students stored these difficulties inside  
them which often resulted in stress and, at times, secondary trauma. One student had this to say:  
After seeing a child in a terrible condition, I couldn't sleep well for days.  
The analysis shows that emotional labour plays an important, yet often understated role in field education.  
Evidence clearly supports the view that learning about emotional resilience, using counselling and engaging in  
debriefings should be fundamental to social work education. Figure 1 is a recap of the findings.  
Visual representation of findings  
Figure 1 Word Cloud visualizes the most frequently used words in student narratives.  
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Thematic co-occurrence  
The thematic analysis found that challenges experienced by social work students during field placements were  
not discrete, but rather part of an interdependent system of structural, pedagogical, and emotional difficulties.  
The heatmap reveals that Inadequate Supervision and Poor Orientation and Field Readiness co-occurred most  
frequently (value = 9), suggesting that students who were inadequately prepared at the outset of their placements  
were also more likely to lack meaningful supervisory guidance. This is illustrated in the thematic co-occurrence  
heatmap in figure 2.  
Figure 2 Thematic Co-occurrence Heatmap illustrates the frequency of joint mentions of key challenges  
experienced by social work students during field placements. Strong co-occurrence between “Poor Orientation”  
and “Inadequate Supervision” (9), and “Theory-Practice Gap” and “Emotional Burden” (6) highlights  
overlapping structural and affective dimensions of student experience.  
This pairing underscore a systemic gap in the continuity of support from pre-placement to active engagement in  
the field.  
The Theory-Practice Gap also displayed strong co-occurrences with both Inadequate Supervision (8) and  
Emotional Burden (6), reflecting how the inability to apply classroom learning was exacerbated by weak  
institutional scaffolding and the psychological toll of ethically complex environments. Emotional and  
psychological strain was found to be strongly tied to Marginalization by Supervisors and Staff and Poor  
Orientation (each with a value of 7), indicating that emotional distress is not merely a personal reaction, but a  
product of persistent exclusion, ambiguity, and unstructured learning environments.  
In contrast, Financial Hardship, though widely cited, demonstrated lower co-occurrence values, suggesting that  
while it imposed a constant burden, it was less directly entangled with other thematic domains. Its impact appears  
more backgrounded, amplifying rather than initiating other placement-related challenges.  
Overall, the heatmap emphasizes that these themes are mutually reinforcing. Ethical dilemmas, professional  
confusion, and emotional strain arise not from isolated incidents but from the cumulative effect of intersecting  
deficiencies. This points to the need for integrated reform strategies that address the placement experience  
holistically prioritizing coordinated orientation, consistent supervision, and structural support systems.  
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DISCUSSION  
The study looked at the ethical challenges that social work students encounter when on placement in Malawi.  
The study found that field placements are meant to help students apply what they learn in class, but the research  
showed that this does not always happen. Ethical issues, influenced by the client's nature, the institution's  
structure and the relationship with supervisors, were a central part of what students faced. They caused emotional  
problems for the concerned and helped them grow and become more ethical.  
Discussion on the findings is based on community social work placement model (CSWPM) proposed by  
Mugumbate. The model views field placements as more than just individual learning opportunities, it integrates  
students into real community contexts where they can engage in empowerment, participation, and collaboration.  
Problems related to ethics when working with clients  
Many of the authors highlighted the ethical issues found in working with clients. Although students have learned  
about client-centred practice and professional boundaries, they often find themselves dealing with strict rules  
and the community's customs. Malawi's culture, which gives family and community greater power over personal  
choices, goes against the social work ethics that stress self-determination. This aligns with (Sichone, 2019)  
who found that culture hinders social workers to effectively play their role. Students' experiences supported this  
idea by showing that isolated training in ethics does not work well. Moreover, students reporting facing  
challenges to integrate theories into practice confirms with Shokane who underscores that most students in DSD  
had challenges integrating theory into practice as the placement does not provide a suitable opportunity to  
integrate the two.  
In many African societies, including Malawi, gift-giving is a deeply embedded cultural norm used to express  
gratitude, maintain relationships, and show respect (Mbiti, 1991, Chirwa 2001). Gifts are not merely material  
items but are social acts that bind people in mutual recognition and obligation. However, this cultural norm can  
come into conflict with social work ethics which emphasize boundaries, impartiality, and avoidance of dual  
relations. For social work students, the tension arises when the clients offer tokens out of genuine appreciation,  
yet students, bound to codes of ethics, which are taught to decline such offers. This dilemma reflects cultural-  
ethical paradox in African professional contexts. The meaning of gift-giving in many Malawian societies created  
problems with professional ethics. Students find it difficult handling situations where clients offered small tokens  
of appreciation which, while culturally acceptable, posed ethical concerns about professional boundaries. The  
results suggest that teaching ethics should involve local stories and indigenous knowledge to help students make  
decisions relevant to their communities (Nsamenang, 2001).  
Not meeting supervisory standards and ethical exposure  
The second central theme examined how supervision can help or worsen ethical problems. Students were often  
supervised by people lacking proper social work training or moral skills. Because of this, people rarely find  
opportunities to think about ethics in these environments. Students could not solve ethical issues without proper  
guidance, and their view of professional practice became unclear. These results align with Dhemba and Tanga  
who found that students were supervised by agency supervisors who had not received any training prior to the  
commencement of the field placement and were supervised by non-social workers (Dhemba, 2012; Tanga,  
2013).  
Supervision using reflective and dialogical approaches can improve a person's ethical understanding  
(Kourgiantakis et al., 2019). Nevertheless, where supervisors were present, students reported not to receive  
adequate supervision because supervisors were either busy with meetings or field work leaving them on their  
own to manage cases unsupervised. This put students in ethical dilemma wondering whether what they are doing  
was right or not. This is inconsistence with Shokane (2016), Ncube and Ross (2018) who reported that social  
work students reported not being adequately supervised during field practice. This points to a systemic issue in  
Malawi because students in unregulated fieldwork are more likely to lose their moral direction. According to  
Poggenpoel (2018), ethical learning in the field cannot be achieved if supervisors are not qualified and involved.  
Therefore, improving supervision through national laws and financial support should be the primary focus of  
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educational reform. Moreover, according to the Community Social Work Placement Model, supervision should  
be reflective, participatory, and rooted in real community engagement. However, students in this study reported  
inconsistent or absent supervision, which undermines their ability to reflect on practice and develop confidence.  
Problems caused by rules and sacrifices of ethics  
Another area was formed where organizational limitations and ethical concerns were met. The agencies where  
students were placed were marked by inadequate funding, little or no basic infrastructure and strict rules. Because  
of these limits, students attached to health care sometimes had to trade ethical values for results such as revealing  
private information or providing only basic care. Focusing on donor goals rather than clients' needs reduces the  
chances for ethical thinking. These findings concur with Shokane, social work students experienced problems  
of limited resources such as of office space, stationery, and transport for home visits, conducting group work  
and community work. Furthermore, Maidment’s insight on lack of funding by university institutions on work-  
based learning concurs with the findings of the study where students reported to source out money for meal and  
transport. This is the case because the University does not provide financial support to students, students are  
expected to use their own money for transport, accommodation, and meals resulting to financial constraints.  
These findings are not exceptional, despite social work students at UNIVEN being provided a once off stipend,  
students reported fieldwork results in financial constraints (Shokane, 2016, Dhemba 2012).  
Such a gap between theory and practice points to system problems and policies. Wizi-Kambala (2024) has  
already pointed out that ethical standards vary from one institution to another due to the lack of contextual  
standardization in Malawi's social work field. The findings of this study agree with the claim, showing why it is  
important to align policies and update curricula to deal with the realities of practice. The findings also suggest a  
bigger problem: students are likely to fail if ethics are taught without considering resources.  
The CSWPM emphasizes applying academic knowledge in real-world settings through active participation in  
community processes. The disconnection students experienced between classroom theory and field realities  
suggests a need for more integrated and intentional placement structures aligned with the model.  
Feelings and growth trajectory  
Facing ethical dilemmas made students feel sad, powerless, confused and resentful. Such reactions are examples  
of "ethical stress," as Eriksen and Gradovski (2020) call it, meaning the pressure experienced by professionals  
when they cannot act ethically because of the system. Even though stress like this can lead to emotional  
exhaustion, it can encourage personal growth if the situation is managed correctly. These feelings arose as the  
students had no support systems to help them handle distress. Students reporting series of emotions that reflect  
the internal moral conflict between what they have been taught as professional "right" and what they culturally  
perceive as morally acceptable or humane. This dilemma could arise due to inadequate supervision. If students  
do not receive adequate support and guidance from the practitioners, they may feel anxious. This clash can lead  
to emotional fatigue especially when students feel unsupported or unable to resolve the dilemma. Field work  
education in social work emerged out of apprenticeship model, where students learn by doing. The CSWPM  
model advocates for community-based support systems and Uncollaborative learning. Yet students reported  
significant emotional stress, isolation, and limited resources, indicating that their placements lacked the  
supportive, community-centered orientation the model recommends (Mugumbate, 2020). The CSWPM  
advocates for a community-based approach that emphasizes collaborative learning, peer support, and  
mentorship. However, the experiences of students in this study indicate a gap between the model’s ideal and its  
current implementation within Malawi’s fieldwork education. It is important to integrate students into  
community settings, where learning is not only theoretical but also rooted in real-world community issues.  
However, many placements lack strong connections with local community organizations or grassroots  
initiatives, leading to a sense of isolation among students.  
Furthermore, several students described positive changes in their thinking after dealing with ethical challenges.  
Participants mentioned that they felt more confident ethically, paid closer attention to ethics and felt stronger  
about their role in the profession. The results are consistent with what experiential learning theory, particularly  
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Kolb's model, suggests: that learning is at its best when we reflect on our experiences. This study proves that  
field placements help students practice ethics despite not offering a perfect setting.  
However, whether students could transform by having access to caring support and areas for reflection. Without  
their teachers and institutions, their efforts would be minimal. Hence, institutions must help students by  
providing psychosocial support, regular debriefings, and ethical supervision.  
Implications for social work education and practice  
To address the challenges identified, the Community Social Work Placement Model offers valuable guidance.  
Strengthening partnerships between universities and host organizations can ensure that placements are structured  
around community engagement rather than administrative convenience. Training supervisors in reflective and  
participatory methods, as proposed in the model, could improve student support. Moreover, this approach will  
empower students to become more engaged in their communities, fostering a deeper sense of purpose and  
commitment to the social work profession. Finally, embedding community needs and voices into placement  
planning can enhance both learning outcomes and community impact.  
CONCLUSION  
In conclusion, the study reveals that while ethical challenges encountered by social work students during field  
placements in Malawi evoke a range of emotional responses, they also present valuable opportunities for growth  
and development. The emotional distress caused by these challenges highlights the need for stronger institutional  
support, including more effective supervision, clearer ethical guidance, and enhanced mentorship. Despite the  
difficulties, many students demonstrated resilience and ethical courage, ultimately gaining deeper insights into  
ethical practice and enhancing their professional identity. The study emphasizes the importance of experiential  
learning, where real-world challenges contribute significantly to the development of ethical competence. Moving  
forward, it is crucial that social work institutions provide more comprehensive support systems to foster the  
emotional well-being and professional growth of students, ensuring they are better equipped to navigate the  
complexities of social work practice in Malawi.  
Disclosure statement  
The author report there are no competing interests to declare.  
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