Keesler, John M.Wilkerson, DavidWhite, KurtDickinson, Stephanie2024-06-102024-06-102023-03-22Keesler, J. M., Wilkerson, D., White, K., & Dickinson, S. (2022). Assessing the Impact of COVID-19 on Social Work Students: Burnout and Resilience During a Global Pandemic. Advances in Social Work, 22(3), Article 3. https://doi.org/10.18060/26394https://hdl.handle.net/1805/41362COVID-19 had a profound impact on teaching and learning at academic institutions across the globe. This study examined the experiences of social work students (n = 884) during the pandemic and their associated level of burnout. Using a mixed methods approach, data from an online survey within a school of social work at a large Midwestern university were examined using stepwise regression and thematic analysis. Student demographics, academic characteristics, and experiences with COVID-19 were examined as predictors of burnout. Resilience was tested as a moderator of the association between COVID-19 experiences and burnout. Regression models accounted for 34.3% to 45.5% of variance across three domains of burnout (i.e., exhaustion, cynicism, and professional/academic efficacy), with COVID-related experiences accounting for most of the variance. Although resilience had a significant main effect, the interactions of resilience and COVID-19 experiences were not significant. Quantitative results were illuminated by thematic analysis of the qualitative data from which emerged four major themes: online teaching pedagogy, impact of COVID-19, transition of teaching and learning, and affective domains of learning. Engaging in humanistic education is discussed as a possible approach to circumvent burnout, bolster student resilience, and encourage academic success.en-USAttribution 4.0 InternationalburnoutCOVID-19resiliencesocial work educationArticle