When a teacher inquires about a client’s school performance, what should the social worker prioritize?

When a teacher inquires about a client’s school performance, prioritizing a discussion with the client about disclosing information is crucial because it respects the client's autonomy and confidentiality. The client is central to the relationship and has the right to decide what personal information they are comfortable sharing with others, including teachers.

Initiating this conversation allows the social worker to assess the client's willingness to engage in dialogue about their school performance. This could also help in understanding the client’s perspective on their academic challenges and feelings. Ensuring that the client feels safe and supported in disclosing information is fundamental to building trust and promoting effective communication.

Engaging the client first also aligns with ethical guidelines in social work that prioritize client self-determination and consent in disclosure. This ensures that any information shared with the teacher is done so with the client’s understanding and agreement, preserving their dignity and privacy.

The other choices do not prioritize the client’s voice or agency in this situation. Immediately informing the teacher could breach confidentiality and undermine the client’s trust. Redirecting the teacher to school policy may not address the needs of the client or the context of the inquiry. Contacting the client's parents may also compromise the client’s confidentiality and could affect the client’s openness in discussing their performance.