Risk and vulnerability are common terms used in education, yet there is limited research on teachers' perceptions of student vulnerability and risk. This study uses the epistemological framework of social constructionism and qualitative research methodology of interpretative phenomenological analysis (IPA), to capture the essence of teachers' perspectives that shape understandings of student vulnerability and risk as a way to inform school social work practice. Seven teachers from a large

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... district in Alberta participated in semi-structured interviews, garnering insights into their identities as teachers, navigating the complex lives of students, making sense of student risk and vulnerability, and ways to strengthen supports for students in schools. Considerations for school social workers as collaborative partners in schools are illuminated, with the hope that this research will inspire further research into school social work practice and training.