In parallel with research focusing on the effectiveness of students and teachers, the content and impact of school social work have come to the forefront of international research discourses. In the Hungarian public education system, teachers had previously carried out social assistance tasks, but in September 2018, an external model of kindergarten and school social assistance activities was introduced, giving structure to the already existing work. No empirical studies have been performed on the results of implementation so far. Regarding this topic, our research question is, in what areas do parents and teachers expect the most from school social workers? To get answers, we conducted semi-structured interviews with 20 school social workers. During the analyses, we focused on the relationships established between parents and teachers, and also analysed partners’ expectations. One of the most important results of the research is that, with social workers in mind, we created systematised parent and pedagogical types. We compared the services required by parents and teachers with the social assistance reform concept. We point out that while the Social Assistance Regulation empowers these professionals primarily for preventive, group and community activities, parents and teachers alike expect individual-focused assistance.
