‘Prepared but unprepared’: Swedish social workers’ roles in school attack preparedness and response — a mixed-methods study

School attacks, though rare, are high-consequence events that potentially expose systemic gaps in school preparedness and response. This study examines Swedish school social workers’ perceptions, preparedness, and experiences regarding school attacks. Employing a mixed-methods design, this paper analysed quantitative survey data from 138 school social workers and qualitative interviews with eight practitioners who have dealt with violent attack-related scenarios. Findings reveal widespread concern about school attacks, limited formal training, role ambiguity, and fragmented collaboration with external agencies. Data analysis highlights social workers’ improvised leadership, emotional labour, and the complex ethical terrain of balancing student care with crisis management. The study underscores the urgent need for clearer role definitions, structured inter-agency collaboration, and targeted crisis training for school social workers within national preparedness frameworks.