School social workers provide services and resources for children with disabilities and protect their rights. The National Association of Social Work (NASW) Code of Ethics provides the school social workers' responsibilities to clients in the promotion of well-being. The present research involved identifying the school social workers' role in ensuring a conducive learning environment for students with disabilities. Bronfenbrenner's ecological theory was used in this study to investigate the person-in-environment experiences of school social workers within an elementary class setting. Data consisted of six school social workers' responses to semi-structured questions obtained in one-on-one interviews conducted via the Zoom web-based video conferencing tool. Results of this study showed that the school social workers participated in a multidisciplinary team, involving educational systems, organizations, authorities, and health boards working collaboratively to provide services to the students. Additionally, the findings indicated that significant changes have occurred, such as the ones resulting from the COVID-19 pandemic, which have prompted new ways for school social workers to provide students with what they need. Findings of the study may be used to promote social change by school social worker's practice with children with disabilities and by providing insight for school social workers about the effective services and resources that can help students with disabilities achieve academically and develop social skills needed in order for them to be successful in all their endeavors throughout their lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]