Right Support, Right Time in schools
Involving OT in primary and secondary education
Right Support, Right Time: Unlocking the Power of OT in schools
Occupational therapists work with students of all ages – from pre-school, through primary and secondary education. They support children and young people with things like putting their coats on and doing zips up, feeding themselves at lunchtime, going to the toilet by themselves and handwriting. They look at the person, the environment and what that pupil needs to do to identify practical solutions.
The UK government recently published its Schools White Paper, reflecting many of the priorities we've been calling for. Our task now is to demonstrate what must happen to turn these ambitions into meaningful, lasting change for children and young people across the UK.
Get a breakdown of the White Paper and what comes next
Although the White Paper is for reform in England only, we’re calling for every mainstream school across the UK to have access to occupational therapy expertise and to take a whole-school approach to providing support.
The impact OTs could have
Over 1.7 million pupils in England have special educational needs and the number is rising in every UK nation, each year.
According to our latest workforce survey, 72% of children’s OTs said the demand for OT had increased since January 2025.
With training in physical and mental health and knowledge of child development, occupational therapists can help children and young people develop the skills and confidence to grow, achieve and enjoy everyday life at school.
Read OT Chloe’s story
An OT in every school
Occupational therapy involvement needs to be accessible, timely and provided in context to have the most impact. This is why we are calling for every school to have access to an occupational therapist.
The below is feedback from teachers who've worked with OTs:
The OT role isn't just important – it is a vital part of assisting schools in being able to meet the needs of all learners.’
The subject knowledge that has been passed on to our team has been invaluable. It has made a huge difference to staff understanding and to children's wellbeing and progress.’
It has been invaluable having OT input to support children to access the curriculum and their environment as a whole.’
Thriving and enjoying school life
Occupational therapists help create more inclusive and accessible school environments so all children can learn, thrive and enjoy school life.
By working in partnership with schools, occupational therapists can identify children’s needs early and provide timely support to stop difficulties from escalating.
A proactive approach helps every child access learning and reach their potential – as children and as adults.
Adopting a whole-school approach and enabling staff to identify, support and include learners with additional needs will mean OTs have more time to focus on children and young people with higher support needs.
How it makes an impact
Ethan’s story
Ethan is nine years old and attends a mainstream school which is supported by the Neath Port Talbot school OT service in Wales.
Ethan’s teacher asked for advice as he was struggling with handwriting, concentration, organisation and getting changed for PE. He also had outbursts in class and could take 30 minutes to recover. He doesn’t have a diagnosis, but his teacher thinks he may have coordination difficulties.
How did the OT team work with Ethan and the school to create change?
- recommended Sensory Circuits and supported staff to implement this every morning
- provided Zones of Regulation training with an Educational Psychology colleague and recommended strategies to help Ethan remain regulated throughout the day
- introduced the Smart Moves programme for children with coordination difficulties once Ethan’s regulation had improved
- introduced a visual chart with prompts to help Ethan get himself changed for PE
- suggested a handwriting programme to improve Ethan’s letter formation.
Outcomes
After carrying out the recommendations for nine months, the teacher said that Ethan’s concentration and attention in class was much improved. He used strategies throughout the day to help him regulate, was more familiar with his emotions and could consistently use an emotional check-in.
As Ethan’s engagement improved, he was able to apply himself in SMART Moves and literacy interventions.
A gradual improvement in his motor co-ordination was noted, and his letter formation had improved which had a positive impact on his handwriting legibility.
Ethan’s attainment and self-esteem improved, and his teacher didn’t have to spend so much time providing individual support.
Making great referrals
Whether working at a whole-school or individual level, good quality referrals are key to helping children and young people access the occupational therapy they need, when they need it. They also help use resources efficiently by putting services and support where they are needed most.
Good quality referrals mean:
- A young person’s needs can be assessed and prioritised easily.
- We can identify the level and type of OT a young person needs – first time.
- There's a shared understanding of the purpose and expectations of OT involvement.
- Relevant information is shared, helping children and young people to move smoothly from one service to another.
- OT resources are used efficiently, and the risk of unnecessary delays or duplication of effort is minimized.