This study examines the pedagogical potential of virtual reality (VR) as an early exposure tool for introducing prospective social work learners to the emotional and ethical complexity of child-protection decision-making. Participants were eighteen 17-year-old students enrolled in a 1-week widening-participation Pathway Program at a UK university. The program was a pre-entry introduction to social work and did not constitute enrolment or guarantee progression. Learning activities were framed as orientation rather than preparation for practice, with an emphasis on ethical reflection and informed decision-making about future study. Using a crossover design, participants engaged with both a VR home-visit simulation and a text-based case report. Quantitative measures assessed empathy, preparedness, self-efficacy and cognitive load, while focus groups explored emotional engagement. Findings indicated significant increases in empathy and preparedness across both modalities, with no significant changes in self-efficacy or cognitive load. The VR experience consisted of a twenty-minute immersive simulation delivered through Meta Quest 2 headsets. Students reported that VR strengthened identification with the social work role and enhanced understanding of children’s perspectives, although some experienced technical difficulties and emotional intensity. The study supports inclusive pedagogies integrating immersive and traditional approaches to strengthen ethical awareness and early professional formation.