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How Proposed “Professional Degree” Changes From The Department of Education Affect Social Workers

How Proposed “Professional Degree” Changes From The Department of Education Affect Social Workers

 

Across universities, agencies, and professional networks, people are trying to understand what the Department of Education’s proposed changes to “professional degrees” mean for the future of the social work profession. The categorization of “professional degrees” is important because the Department of Education’s evolving definition of what counts as a professional degree directly influences federal loan limits, program classification, and the long-term accessibility of advanced social work education.

Students and practitioners are feeling the ripple effects of this uncertainty as they begin asking practical questions about affordability, career planning, licensure paths, and the viability of graduate programs. Social work has relied on a diverse, highly trained workforce, and many fear that shifts in federal policy could create new barriers for individuals who want to join or advance within the field. The social work community has been vocal about its concerns, especially as organizations such as NASW and CSWE warn that reduced loan access could severely limit who can pursue an MSW or DSW.

At the same time, the discussion has inspired renewed advocacy and collaboration within the profession. Educators, field supervisors, and licensed social workers are coming together to protect the accessibility and integrity of social work education. Their efforts reflect a shared understanding of the essential role social workers play in communities nationwide. As the rule-making process continues, staying informed and proactive will be important for anyone connected to the profession, whether they are seasoned clinicians, new graduates, or students still considering entering the field.

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1) What’s the Regulatory Background?

The regulatory debate began after the passage of a significant federal education and loan reform package, often referred to in policy discussions as the “One Big Beautiful Bill Act”. This law introduced new national limits on federal borrowing for graduate and professional students. Because the law created separate borrowing categories for traditional graduate degrees and for professional degrees, the Department of Education needed to clarify which programs belong in each group. That clarification process is what set the current rule-making events into motion.

To meet legislative requirements, the Department convened a negotiated rule-making committee, known as the RISE committee, short for Reimagining and Improving Student Education. The committee was tasked with examining how federal aid should be structured and how academic programs should be categorized in order to reflect the intent of Congress.

During these negotiations, the Department introduced a draft definition of what counts as a professional degree program. According to the Council on Social Work Education, the draft definition focused on degrees that require academic preparation for beginning practice, rely on specific program-level CIP codes, and lead directly to licensure in tightly defined professions such as medicine, pharmacy, dentistry, optometry, veterinary medicine, and law. Social work was not included in this group, which sparked immediate concern from educators and professional associations.

Once the draft definition became public, organizations like NASW Florida and CSWE sounded the alarm. They noted that excluding MSW and DSW programs from the professional degree category would place social work students under the lower borrowing caps intended for general graduate education. NASW Florida emphasized that this would reduce access to federal aid for future social work students and could force many to rely on private loans.

CSWE explained that the rule-making process is ongoing and that a Notice of Proposed Rulemaking will soon open a formal comment period, allowing practitioners, educators, and community members to voice their concerns directly. The regulatory background is therefore not only a matter of policy revision. It represents a pivotal moment for how the federal government recognizes and supports the educational pathways that prepare future social workers.

  • Earlier this year, Congress passed legislation (commonly referred to in coverage as the “One Big Beautiful Bill Act” [OBBBA]) that placed new borrowing caps on graduate and professional student loans: for graduate students, lifetime limits of about $100,000; for professional students (those with degrees categorized as “professional degrees”), higher limits (around $200,000). 

  • Following that, the Department of Education convened its RISE (Reimagining and Improving Student Education) committee. It engaged in negotiated rule-making to determine how “professional degree” would be defined for purposes of loan eligibility, institutional reporting, and other regulatory consequences.

  • On November 12 2025, the CSWE publicly reported that the ED had reached a preliminary consensus on a definition of “professional degree program” that would exclude social work and certain other health-related graduate programs.

  • One key definition under consideration: a degree program that “requires completion of the academic requirements for beginning practice in a given profession and a level of professional skill beyond that normally required for a bachelor’s degree,” uses a specific 4-digit CIP (Classification of Instructional Programs) code, and leads to professional licensure.

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2) What Exactly Is Being Proposed?

At the center of the policy debate is how the U.S. Department of Education (ED) intends to redefine what counts as a “professional degree program” for the purposes of graduate student borrowing limits, loan eligibility, and federal aid classification.

According to the Council on Social Work Education (CSWE), ED concluded its negotiated rule‐making session on November 7, 2025 (via the RISE committee: Reimagining and Improving Student Education) and reached consensus on a draft definition of “professional student” under this rule-making. Under the draft, a “professional student” is defined as someone enrolled in a professional degree program that meets three key criteria:

  1. Requires “completion of the academic requirements for beginning practice in a given profession and a level of professional skill beyond that normally required for a bachelor’s degree.”

  2. Is coded under a specific 4-digit Classification of Instructional Programs (CIP) code recognized by ED as belonging to a professional track. 

  3. Leads to a professional license or certification to practice in that field. 
    According to CSWE, this draft definition explicitly excludes many graduate degrees, including the MSW and DSW, from the professional degree category.

What this means in practice is that future students entering MSW or DSW programs (and perhaps other allied health or human service graduate degrees) may be reclassified from “professional degree” status to general “graduate degree” status for the purposes of federal aid and borrowing limits.

For example, the National Association of Social Workers Florida Chapter (NASW-Florida) reports that under the proposed rule MSW/DSW programs would not qualify as professional degrees, and future borrowing would be capped at $20,500 per year and $100,000 lifetime total for students in these programs (NASW Florida).

Another key element of the proposal concerns the graduate PLUS loan program. Under the legislation referred to as the One Big Beautiful Bill Act (OBBBA), the ED is phasing out the Grad PLUS loan for graduate and professional students and replacing or capping it differently. CSWE’s November 2025 statement explains that the negotiated rule-making specifically addressed eliminating Grad PLUS for many fields and restructuring aid into new borrowing caps and repayment options. (CSWE).

In short, the proposed “Professional Degree” changes would:

  • Redraw the map of which degree programs are considered “professional” for aid purposes.

  • Potentially reduce federal loan limits considerably for those programs excluded (such as MSW/DSW under the current draft).

  • Shift many future students into a lower borrowing category and increase reliance on private loans or other funding sources.

  • Trigger pressure on program enrollment, especially among students from underserved or diverse backgrounds who are sensitive to increased debt burdens.

Beyond student borrowing limits, the regulatory shift has implications for how financial aid offices classify students, how institutions design programs (to meet or avoid exclusion), and how accreditation and workforce pipelines may need to respond. The CSWE warns that “excluding social work programs from professional degree eligibility … could significantly limit graduate financing and the supply of practitioners.” (CSWE)

Because the definition is still in the rulemaking phase, ED is expected to publish a Notice of Proposed Rulemaking (NPRM) in the “coming weeks” that will open a public comment period. During that period, stakeholders, including social work educators, practitioners, students, and organizations such as NASW and CSWE, will have an opportunity to provide input, offer data on workforce implications, and advocate for inclusion of social work in the professional degree category.

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3) Why This Matters for Social Work: Implications for Students, Programs, and the Profession

The proposed “Professional Degree” changes from the Department of Education carry significant consequences for every segment of the social work field. Although the technical issue centers on borrowing categories and federal definitions, the ripple effects extend far beyond financial aid.

Social work depends on a well-trained, diverse, and stable pipeline of students who can enter the field without overwhelming financial barriers. When access to graduate education becomes more limited, the impact is felt not only by students but by higher education institutions, community agencies, and millions of individuals who rely on social workers for essential services. 

Implications for Students

Students are positioned to feel the most immediate consequences of the proposed policy change. If MSW and DSW programs are not recognized as professional degrees, future students would be subject to the lower federal borrowing limits set for graduate programs rather than the higher limits available to professional degree tracks.

NASW Florida reports that this would cap federal borrowing at $20,500 per year and $100,000 total. Given that many MSW programs exceed this cost, students may be forced to turn to private loans, which often have higher interest rates and fewer borrower protections. Private loans are also ineligible for Public Service Loan Forgiveness, which creates additional hardship for students entering social work roles that often pay modest salaries relative to the education required. For many prospective students, these financial barriers could delay or completely derail their ability to pursue graduate social work education.

The end result could be fewer applicants, lower geographic and racial diversity among cohorts, and reduced access to advanced training for individuals who want to work in high-need communities.

Implications for Social Work Programs

Graduate programs in social work depend heavily on predictable student enrollment to fund faculty positions, support field placement infrastructure, and maintain accreditation standards. If fewer students can afford to enroll or complete their degrees, institutions may face shrinking cohorts, reduced tuition revenue, and pressure to scale back offerings.

Programs in rural or low-resource areas are particularly vulnerable because they often serve nontraditional or underserved students who need the highest levels of financial support.

CSWE has highlighted that institutions may be forced to redesign their programs, modify the structure of their curricula, or increase institutional aid in order to remain accessible. Smaller programs may not have the financial capacity to absorb these adjustments, which raises concerns about closures or mergers. Over time, this could lead to reduced access to social work programs in regions that already struggle to staff mental health and social service agencies.

Implications for the Social Work Profession

The long-term implications for the profession are substantial. Social work is already experiencing workforce shortages in behavioral health, child welfare, medical social work, school-based services, and community mental health. The Bureau of Labor Statistics projects continued growth in demand for social workers through the next decade, particularly in mental health and substance use treatment settings.

If fewer students enter MSW programs due to cost barriers, the profession may experience a smaller pipeline of licensed clinicians, supervisors, and advanced practitioners. Shortages of qualified social workers would place additional strain on existing teams, increase caseloads, and contribute to burnout. Agencies could also face difficulty meeting federal or state staffing requirements in programs funded through Medicaid, Title IV E, and other government streams.

On a broader level, limiting who can afford social work education may reduce the profession’s diversity. NASW and CSWE have repeatedly stressed that a representative workforce is essential for culturally responsive practice and equitable service delivery. Policies that restrict access to advanced training undermine this core value.

4) What the Major Social Work Associations Are Saying

Key professional associations have weighed in on this matter. Their viewpoints help illuminate the stakes and how the field is mobilizing.

Council on Social Work Education (CSWE)

In its November 12, 2025, statement, CSWE said:

“On November 7, the U.S. Department of Education … concluded negotiated rule-making … focused on restructuring student loans … As part of this rule-making … ED proposed and reached consensus on a definition of ‘professional degree’ that would impact borrowing capacity for current and future social work students.” 


CSWE noted they “recognize ED’s intent to create clear and consistent criteria for what constitutes a professional degree” but are “disheartened and concerned by the proposed definition and its potential impacts.” 


CSWE also highlighted that excluding social work (and other health-related fields) from professional-degree classification sends “an alarming signal” and may undermine the workforce pipeline. CSWE

National Association of Social Workers (NASW)

In the NASW Florida chapter legislative update (Nov 20, 2025):

“Under the proposed rule, MSW and DSW programs would not qualify as ‘professional degrees,’ reducing federal loan limits to $20,500 per year and $100,000 lifetime total… This reduction may not cover the full cost of many MSW or DSW programs… Additionally, it could lead to declines in enrollment in social work educational programs, especially among first‐generation, low‐income, and BIPOC students.” NASW Florida


NASW is mobilizing its membership to submit public comments during the rule-making period and stressing that “Your voice matters—stay tuned.” NASW Florida

Other Stakeholders

  • The Association of Schools and Programs of Public Health (ASPPH) issued a news release noting that the ED’s approach “excludes public health programs … as well as several other health professions.” ASPPH

  • Universities and research associations raised alarms about access and equity, noting that limiting professional-degree classification will reduce students’ access to higher­-limit borrowing and potentially widen shortages in key professions. American Universities

Taken together, these professional voices paint a picture of concern: the policy shift threatens affordability, access, diversity, the workforce pipeline, and ultimately service delivery in social work and allied fields.

5) What Social Workers Can Do: Practical Steps

Given the uncertainty around final rule-making, social work professionals, students, and educators should adopt proactive strategies.

a determined diverse group social workers meeting with legislators to influence changes

Here are a few suggested actions:

Stay Informed & Engage

  • Monitor federal rule-making: watch for the NPRM, comment period, and final rule.

  • Join your chapter of NASW (local and national) to receive updates, action alerts, and commentary guidance.

  • Engage with your institution’s financial aid and graduate admissions offices to ask how this might affect future students.

  • Consider submitting a public comment: these rule-making processes often rely on stakeholder feedback to shape the final outcome.

Assess Your Own Situation

  • If you’re a prospective or current MSW student: evaluate your financing options now, consider how lower borrowing limits could affect you, and factor in the possibility of increased personal contribution or private loans.

  • If you’re a licensed social worker, though your credentials won’t change, stay conscious of how workforce supply, job competition, and employer demands might shift in response to these changes.

  • If you’re an educator or program administrator: begin scenario-planning for enrollment impacts, adjust recruiting and financial-aid messaging, and work with curriculum/department offices to communicate with stakeholders.

Focus on Continuing Education & Professional Development

Regardless of how the rule-making turns out, one thing remains constant: maintaining licensure and staying professionally current is essential. Agents of Change Continuing Education offers:

Advocate for the Profession

  • Use your voice: share your professional story, illustrate how social work education prepares you for high-stakes, public-interest work, and advocate for recognition of MSW/DSW degrees as professional.

  • Collaborate with program leadership, state associations, and NASW chapters to advocate for equitable policy and access.

  • Communicate with students and early-career professionals about the realities of financing, loan burden, workforce trends, and how they can navigate these variables.

6) FAQs – How Proposed “Professional Degree” Changes From The Department of Education Affect Social Workers

Q: Will current MSW or DSW students lose access to their existing federal student loans if the proposed rule is approved?

A: No. According to NASW Florida’s legislative update, the proposed changes would apply only to future borrowing, not to loans already disbursed. Students who have already taken out federal loans for their MSW or DSW programs will retain their current interest rates, repayment terms, and Public Service Loan Forgiveness eligibility.

CSWE also explains that the Department of Education’s draft definition affects how new borrowers will be classified, rather than retroactively altering existing agreements. This means that students currently enrolled in social work programs should still have access to the funding they were originally promised.

The greater concern lies with individuals who will begin borrowing after the policy goes into effect, since these students would face the lower annual and lifetime borrowing caps.

Q: Why would classifying MSW and DSW programs as non-professional degrees affect the diversity of the social work field?

A: NASW and CSWE have warned that the reduced borrowing limits associated with non-professional degree status could disproportionately affect first-generation, low-income, and BIPOC students. These students often rely more heavily on federal aid, in part because private loans require strong credit history, offer fewer protections, and are not eligible for Public Service Loan Forgiveness.

Social work salaries are often modest compared to the cost of advanced education, which means that prospective students tend to be highly sensitive to debt burden. If federal borrowing limits fall to $20,500 annually and $100,000 total, many students may not be able to cover full tuition and living expenses without turning to private lenders. The result could be a shrinking and less diverse pipeline into MSW and DSW programs. CSWE has been explicit in its concern that these financial barriers could undermine long-standing efforts to build a representative social work workforce and reduce disparities in behavioral health and human service systems.

Q: How could this proposed rule affect the availability of social workers in community agencies, hospitals, and mental health programs?

A: The proposed rule could have a direct effect on the size and stability of the social work workforce. Social work programs are key contributors to the behavioral health workforce, the child welfare system, medical social work teams, and school based mental health services.

CSWE’s statements highlight that restricting access to graduate financing may reduce the number of students entering MSW programs, thereby reducing the number of graduates eligible for licensure. Many agencies are already experiencing shortages of licensed clinical social workers, and any decrease in the pipeline would exacerbate these gaps. Increased caseloads, heightened burnout, and longer wait times for clients are likely consequences.

Agencies that depend on licensed supervisors would also face challenges if fewer clinicians progress into advanced roles. The long-term effect could be a measurable reduction in service capacity across systems such as Medicaid behavioral health services, Title IV E child welfare programs, and hospital-based care teams.

7) Conclusion

The proposed “Professional Degree” changes from the Department of Education represent a significant turning point for the field. Although the changes appear technical at first glance, their implications reach far into the core of how social work education is funded, structured, and accessed.

Organizations such as NASW and CSWE have made it clear that the draft definition of a professional degree raises serious concerns about equity, workforce readiness, and the long-term sustainability of graduate social work programs. As the federal rule-making process continues, the profession faces a pivotal moment that calls for close attention, informed advocacy, and collective action.

While the final outcome is still unknown, it is already clear that affordability and accessibility will shape the future of the social work workforce. Students who cannot access sufficient federal loans may struggle to enter the field, and programs that rely on stable enrollment may face new challenges. These pressures come at a time when communities across the country need more licensed social workers, not fewer. The strength of the profession has always depended on the willingness of social workers to adapt, organize, and stand together when the public good is at stake. This moment is no different.

Amid these uncertainties, social workers can take practical steps to stay grounded and prepared. Staying informed through NASW, CSWE, and federal updates is essential, and maintaining licensure through high-quality continuing education remains important regardless of policy changes. As the conversation evolves, the profession will continue advocating for equitable policies that protect student access and preserve the vitality of social work education.

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► Learn more about the Agents of Change Continuing Education here: https://agentsofchangetraining.com

About the Instructor, Meagan Mitchell: Meagan is a Licensed Clinical Social Worker and has been providing Continuing Education for Social Workers, Counselors, and Mental Health Professionals for more than 8 years. From all of this experience helping others, she created Agents of Change Continuing Education to help Social Workers, Counselors, and Mental Health Professionals stay up-to-date on the latest trends, research, and techniques.

#socialwork #socialworker #socialwork #socialworklicense #socialworklicensing #continuinged #continuingeducation #ce #socialworkce #freecesocialwork #lmsw #lcsw #counselor #NBCC #ASWB #ACE

Disclaimer: This content has been made available for informational and educational purposes only. This content is not intended to be a substitute for professional medical or clinical advice, diagnosis, or treatment

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