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Assessment precedes intervention. The scenario includes academic decline, absences, and housing instability—indicators that basic needs and safety may be compromised. A comprehensive assessment should evaluate biological/medical factors (sleep, nutrition, health), psychological symptoms (anxiety, depression), social/environmental stressors (homelessness, transportation barriers), school functioning, cultural considerations, and protective factors. Screening for immediate risks (neglect, domestic violence, community violence) and learning challenges is also indicated. Only after synthesizing this information should the social worker formulate a plan that might include school-based supports, McKinney-Vento liaison referral for transportation and stability, connection to housing resources, and coordinated academic interventions. Option A may be necessary in some jurisdictions but is premature and could harm engagement if basic needs are the primary driver. Option C may be appropriate later but should be informed by initial assessment findings. Option D jumps to treatment without understanding determinants of the problem. Ethical and practice competencies emphasize ecological assessment, client participation in planning, least restrictive alternatives, and collaboration with families and school teams.