This work is primarily concerned with the need for social workers in schools in the Western Balkans whose engagement is only in development and (incontinably) represented. In some regions, the place of social workers in schools has recently been introduced, as well as the (same-named) subject at the university, which represents a significant shift and greatly guides for development of theory and practice of social work. On the other hand, in a large part of these regions, conflicts, instability of socio-economic nature and transition destabilized institutional arrangements and left significant deficits, and raised the question of the development and sustainability of these programs. In view of this, it could be said that the children here are increasingly becoming victims of various social forces that negatively affect their psycho social state, which often reflects on the failure of educational system. Although schools are set up primarily to educate children, it is necessary to pay attention to the psycho social aspects of students. In view of this, the aim of this paper is to point out the need to provide a comprehensive social work service for students, parents, and staff addressing barriers that limit students to utilizing their full potential. Namely, the incorporation of social work into school facilities could also contribute to improving school security policy, identifying different strategies, and early intervention in different spheres to ensure that each student gets the same chance of progress in academic and social context. In view of this, the paper used qualitative documents analysis to evaluate and analyze relevant and available documents in order to determine the situation and differences in school social workers in these countries. At the end of this work, there was left space for discussion about the needs for fundamental changes in the educational system and putting a greater emphasis on social workers.

1. Allen-Meares, P., Washington, R. O., & Welsh, B. L. (1996). Social work services in school. Needham Heights, MA: Allyn & Bacon.
2. Constable, R. (2009). The role of the school social worker. In School social work: Practice, policy, and research. Chicago, IL: Lyceum Books.
   
3. European Commission. (2009). Social protection and social inclusion in the Western Balkans (Tech. Rep.). The Institute of Economics, Zagreb, Balkans. Retrieved from https://bit.ly/2waEn6R
4. Gavrilovic, A., Jugovic, A., & Lepir, L. (2013). Social work at school: Theoretical and methodological basics. Banja Luka, Bosnia: University of Banja Luka.
   
5. Haynes, N. M. (2002). Addressing students’ social and emotional needs: The role of mental health teams in schools. Journal of Health & Social Policy, 16(1), 109-123. doi:https://doi.org/10.1300/j045v16n01_10
   
6. Huxtable, M. (2013). A global picture of school social work in 2013. Retrieved from https://bit.ly/2Q6uJes
7. Kamaruddin, N., & Sulaiman, S. (2017). A conceptual framework for effective learning engagement towards interface design of teaching aids within tertiary education. Journal of Advanced Research in Social Sciences and Humanities, 2(1), 35-42. doi:https://doi.org/10.26500/jarssh-02-2017-0105
8. Martinovic, M. (1994). Contribution to school social work on the functioning of interdisciplinary school three. Ljetopis Socijalnog Rada, 1(1), 43-57.
9. McDavitt, K. (2017). School social work: Supporting childrens primary education in the South West of Western Australia. Unpublished master’s thesis, Edith Cowan University, Joondalup, Australia.
   
10. Mohamad, S. N. M., Sazali, N. S. S., & Salleh, M. A. M. (2018). Gamification approach in education to increase learning engagement. International Journal of Humanities, Arts and Social Sciences, 4(1), 22-32. doi:https://doi.org/10.20469/ijhss.4.10003-1
11. National Association of Social Workers. (2018). NASW highlights the growing need for school social workers to prevent school violence. Retrieved from https://bit.ly/2xgfy9z
    
12. Niamhom, W., Srisuantang, S., & Tanpichai, P. (2018). Satisfaction study towards classroom language training courses of english teachers in primary educational service area office, nakhon pathom province, thailand. Journal of Advanced Research in Social Sciences and Humanities, 3(2), 46-51. doi:https://doi.org/10.26500/jarssh-03-2018-0201
13. Nuchso, N., Tuntivivat, S., & Klayklueng, P. (2016). The effect of learning organization and servant leadership on child-centered teaching behavior with the mediating role of knowledge sharing in education of chanthaburi diocese schools. International Journal of Humanities, Arts and Social Sciences, 2(5), 181-188. doi:https://doi.org/10.20469/ijhss.2.20004-5
    
14. Pushkina, O. (2017). A study of how teachers perceive shool social workers in Russia. Unpublished master’s thesis, Nord University, Bodo, Norway.
    
15. Radovic, D. (2013). Mapping of social protection services in Montenegro. Retrieved from https://bit.ly/2HmRZC9
16. Republic of Albania the Parlament. (2016). On social care services in the Republic of Albania. Retrieved from https://bit.ly/2Yw8MbD
    
17. School Social Work Association of America. (2008). Role of school social worker. Retrieved from https://bit.ly/2Eeaoz3
    
18. Sherman, M. C. (2016). The school social worker: A marginalized commodity within the school ecosystem. Children & Schools, 38(3), 147-151.
19. The World Bank. (2017). Western balkans: Regional economic integration issues notes. Retrieved from https://bit.ly/2ImSqKt
    
20. UNICEF. (2016). A fair chance for every child. Retrieved from https://www.unicef.org/sowc2016/
21. Zganec, N. (1996). Have the places for social works in new Croatian schools. Ljetopisn Socijalnog Rada, 3(1), 125-132.
    

Skoric, J. & Kupresanin, J. (2018). Social work in educational system of the Balkans – Is social worker needeed in schools? International Journal of Humanities, Arts and Social Sciences, 4(6), 245-252. doi: https://dx.doi.org/10.20469/ijhss.4.10003-6