In recent years, the field of social work education has increasingly grappled with the challenge of effectively preparing students for the complexities of real-world practice, especially amid a notable shortage of behavioral and mental health service providers in many urban centers. Addressing this urgent need, a groundbreaking pilot initiative at New York University’s Silver School of Social Work has explored the integration of virtual reality (VR) simulations combined with professional actors to train aspiring social workers. This innovative approach aims to bridge the gap between theoretical knowledge and hands-on experience, offering students immersive opportunities to navigate school-based social scenarios.
The study, published in the esteemed journal Studies in Clinical Social Work: Transforming Practice, Education, and Research, presents insights from a two-semester foundational course at NYU Silver designed for students pursuing careers in elementary and secondary school social work. By embedding simulation-based AI-assisted learning platforms within this curriculum, alongside live actors, the project afforded learners the chance to engage in realistic role-playing scenarios. These exercises were bolstered by real-time instructor feedback and comprehensive debriefing discussions, enhancing students’ capacity to critically reflect on their actions and decisions.
Crucially, the researchers emphasize that simulation, despite its potential, cannot be viewed as a standalone pedagogical tool. The team, comprised of Anne Dempsey, Gabriella McBride, Jasmin Acevedo, and Nicholas Lanzieri, advocates for a deliberate and methodical approach, calling for thoughtful preparation, scaffolding, and seamless integration into course structures. This perspective underscores the complexity of simulation deployment in social work education and highlights the necessity of instructor readiness to extract meaningful learning outcomes.
The use of simulation in social work training is not entirely novel but remains in its nascent stages. According to the researchers, its adoption has increased markedly over the past decade nationwide. However, the NYU pilot reveals enduring logistical challenges, such as the limited availability of educators proficient in simulation methods. This scarcity complicates efforts to scale up simulation use across entire curricula, necessitating institutional commitment to invest in infrastructure, ongoing educator training, and resource allocation to sustain these initiatives.
An unexpected finding emerged regarding students’ psychological responses to simulation exercises. Despite being intentionally low-stakes environments designed to foster growth and skill acquisition, some participants reported experiencing significant anxiety and pressure when engaging with simulations. These emotional responses sometimes stemmed from concerns about making mistakes or underperforming, echoing common apprehensions surrounding authentic client interactions in professional social work practice.
Nevertheless, when properly supported, students were observed to benefit substantially from the simulated experiences. Engaging with these tools helped them hone vital practical skills, including strategies for encouraging client engagement while maintaining professional boundaries, conducting thorough risk assessments, and remaining receptive to constructive criticism. Such competencies are pivotal for social workers operating within school settings, where nuanced interpersonal dynamics and child welfare considerations frequently arise.
The NYU Silver School of Social Work has a history of pioneering simulation technology in social work education. Back in 2018, the school launched a virtual training program conceived by Lanzieri, which aimed to acclimate students to the socio-cultural fabric of New York City neighborhoods prior to field placements. This early initiative leveraged VR to enhance spatial and contextual understanding, offering a template for more complex simulated training.
Building on these foundations, ongoing collaborations involving NYU Silver, Steinhardt, and Tandon schools are pushing the boundaries of AI-driven virtual reality simulations. The team plans to pilot an advanced VR-based platform in spring 2026, designed to immerse both students and practicing social workers in dynamic and interactive training environments. This next-generation technology aspires to blend AI adaptability with intricate scenario scripting, thereby offering personalized learning trajectories and responsive feedback mechanisms.
Technical challenges remain a significant part of this emerging landscape. Instructors must not only master the operation of VR and AI tools but also develop pedagogical frameworks capable of integrating simulation into existing practice courses meaningfully and systematically. The iterative process includes not merely technical setup but also orchestrating nuanced debriefings that promote reflective learning and emotional processing.
Financial considerations also weigh heavily on the sustainability of simulation-driven education. The costs associated with technical infrastructure, hiring and training actors, and allocating sufficient faculty time and institutional resources pose formidable barriers. Consequently, the dissemination of this approach depends on securing consistent institutional support and potentially reimagining funding models for social work education.
In sum, the NYU Silver pilot study advances a compelling case for simulation and actor-assisted training as transformative pedagogical tools in social work education, while simultaneously cautioning against underestimating the commitment required to implement them effectively. Through thoughtful integration, these immersive techniques hold the promise of enriching student learning, ultimately equipping the next generation of social workers with the practical skills necessary to serve vulnerable populations amidst growing societal challenges.
As this field continues to evolve, further research and experimentation will be essential to refine these methods, understand their impact on student outcomes, and develop scalable models that other institutions can adopt. The intersection of AI, VR, and experiential learning marks an exciting frontier in social work pedagogy, offering innovative pathways to address workforce shortages and enhance practice readiness.
Subject of Research: Not applicable
Article Title: Teaching Note: Training the Next Generation of Social Workers Using Actors and Technology-Based Simulations
News Publication Date: 8-Oct-2025
Web References: http://dx.doi.org/10.1080/28376811.2025.2570837
References: NYU Silver researchers Anne Dempsey, Gabriella McBride, Jasmin Acevedo, Nicholas Lanzieri
Image Credits: Not provided
Keywords: Social sciences
