Abstract: The development and construction of school social work in the new era aims to promote schools to better fulfill their primary role in education while facilitating the creation of a collaborative education governance system that involves schools, families, and communities. However, what factors contribute to the development and effectiveness of school social work? An investigation conducted at Puyang Experimental Primary School has reveald that the successful construction and development of school social work hinge on the construction of a robust campus cultural context. In building this cultural context, it is necessary to broaden both the content and methods of school moral education, explore targeted educational approaches rooted in cultural symbols in collaboration with families, and integrate cultural expressions into local social governance processes. This framework promises an action consensus and communication foundation for the construction of a collaborative education ecosystem involving multiple stakeholders, including schools, families, and communities, and provides practical resources for school social work to fulfill its therapeutic, preventive, and developmental roles. Localized school social work needs to closely align with school moral education, leveraging cultural elements to perform preventive and developmental functions, and exploring practical forms and carriers of therapeutic functions in combination with professional requirements.

Key words: school social work, moral education, context construction, localization