A project supporting school-based Occupational Therapists with Student Engagement, Wellbeing and Behaviour
Tracks
Behaviour modification, including self-regulation (Paediatrics)
Coaching (Knowledge Translation)
Mentoring (Knowledge Translation)
School, including school readiness and embedded services (Paediatrics)
| Tuesday, June 23, 2026 |
| 2:35 PM - 3:00 PM |
| Mezzanine M4 |
Speaker
Janine Moore
Occupational Therapist
Department of Education
A project supporting school-based Occupational Therapists with Student Engagement, Wellbeing and Behaviour
Presentation summary
Background:
School based Occupational Therapists (SBOTs) frequently support students with complex presentations who are engaging in physical aggression, absconding from school or disengaging in learning. These behaviours have the potential to impact mental health and wellbeing, school attendance, academic performance and post school employment opportunities. Despite this, further clarification of the role and consistency in practices of SBOTs within an education team and context is required. The aims of this two-year project are to; 1) support the role and scope of SBOTs, 2) to build workforce capability through evidence informed resource development, and; 3) to establish tailored mentoring supports.
Method:
A mixed methods survey methodology was utilised to survey participants (SBOTs) from the same OT service. The survey gathered quantitative information regarding SBOTs knowledge, skills and confidence in service delivery and qualitative information regarding the SBOT role, current barriers to service provision and desired supports. Data was also collected from supervisory staff to explore key themes emerging through supervision.
Results:
Results from survey and data collection indicated the need for targeted resources that, for complex presentations, support knowledge translation, clinical reasoning and decision making throughout the OT process. Further, the need for increased clarity of the OT role within the education team and context was confirmed. This has informed the current development of sustainable, targeted professional learning; a practical toolkit and mentoring supports.
Conclusion:
The findings and projected outcomes from this project are presented to support school-based OTs working in the area of student engagement, wellbeing and behaviour.
School based Occupational Therapists (SBOTs) frequently support students with complex presentations who are engaging in physical aggression, absconding from school or disengaging in learning. These behaviours have the potential to impact mental health and wellbeing, school attendance, academic performance and post school employment opportunities. Despite this, further clarification of the role and consistency in practices of SBOTs within an education team and context is required. The aims of this two-year project are to; 1) support the role and scope of SBOTs, 2) to build workforce capability through evidence informed resource development, and; 3) to establish tailored mentoring supports.
Method:
A mixed methods survey methodology was utilised to survey participants (SBOTs) from the same OT service. The survey gathered quantitative information regarding SBOTs knowledge, skills and confidence in service delivery and qualitative information regarding the SBOT role, current barriers to service provision and desired supports. Data was also collected from supervisory staff to explore key themes emerging through supervision.
Results:
Results from survey and data collection indicated the need for targeted resources that, for complex presentations, support knowledge translation, clinical reasoning and decision making throughout the OT process. Further, the need for increased clarity of the OT role within the education team and context was confirmed. This has informed the current development of sustainable, targeted professional learning; a practical toolkit and mentoring supports.
Conclusion:
The findings and projected outcomes from this project are presented to support school-based OTs working in the area of student engagement, wellbeing and behaviour.
Biography
Presenting Author Biography: Hannah and Janine are senior OTs in the Department of Education, Queensland. Collectively they have over 40 years of experience and have developed expertise in working with students with complex needs in the school setting. Currently they are engaged in a state-wide project relating to student engagement, wellbeing and behaviour.
