What Teachers REALLY Think About School-Based OT

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Hey there, school-based OT practitioner!

“Does anyone REALLY understand what I do?”

It’s a phase we seem to ask ourselves way too often as school-based OT practitioners.

Whether it’s during an IEP meeting, following our yearly employee evaluation, or after a frustrating email exchange, it can often feel like we’re the only ones who understand the scope of OT and appreciate the value we bring to school.

But here’s the thing:

Over the last decade (and especially in the last few years), research has emerged showing that teachers and administrators DO value us!

Even better news, they don’t just value that we support the students. They value that we support them!

So much so that they want to work with us more closely. How cool is that?

Here is what I uncovered from the research and how we can use it to shift perceptions, build stronger relationships, and better support our students.

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What Teachers Actually Want From OTPs

Studies over the past decade show that teachers do value OT services, but they want more collaboration than they’re currently getting. In fact, 73% of teachers in one study said they believe OT collaboration helps students, yet only a third said they collaborate regularly with an OT. (Edick, J. 2021)

Why the gap?

No, it is not because the teachers don’t want to work with us. It is simply because of scheduling and workload barriers.

Scheduling demands and workloads are not easy to overcome, but it sure beats the idea that teachers simply don’t want to work with us.

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It’s Not Just About “Handwriting & Sensory”

Now here’s something that might shock you (not!)

Educators (even special education teachers) receive minimal training on what OT is and what it should look like in a school setting.

Instead, teachers and administrators primarily learn the scope of OT by watching us.

This is both a curse and a blessing.

It means that we are both the problem and the solution.

If we want to change the perception of us only being the handwriting and sensory specialist, then it is up to us to show them how we can support students in other ways.

How do we do that?

• Give short in-services to your grade-level teams on non-handwriting-related skills.

• Share specific ideas about how you might support a child’s executive functioning or emotional regulation skills during an IEP meeting.

• Offer and model classroom strategies in the moment, not just on paper.

The key?

Don’t just tell them, show them!

You don't have to give up handwriting and sensory. You just have to show them what else you can do.

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And What About Administrators?

As the husband of an assistant principal, I know very well how busy administrators are AND how little time they have to even think about OT.

Believe it or not, administrators are not trying to make our lives difficult. Like us, they are juggling student needs and the directives they are being given from the district office.

So when it comes to you as the OTP wanting to change the status quo by using more push-in services vs pull-out services, administrators want evidence that your plan will support students and be helpful on the budget (or at least cost-neutral).

We’ve got to help them, help us.

Here are a few data points you can track to show your admin why trying a different approach to OT services might be worth trying. Show them how your collaborative or MTSS-based services have:

• Supported more students without needing (time-intensive) evaluations

• Reduced teacher overwhelm and increased teacher skill sets

• Or (possibly the most powerful outcome) decreased behavioral office referrals

Data talks! And when administrators understand your value, they’re more likely to advocate for your time, support, and even additional OT staffing.

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Want more tips on how to change the perception of OT

Join me in Episode 175 of the OT Schoolhouse Podcast, where I sit down and discuss how teachers and admin perceive OT and how we can use that to our advantage.

​ Click here to listen to episode 175 of the OT Schoolhouse Podcast.​

There, you can also view the articles I referenced to write this email and record the podcast.

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In this episode, Jayson discusses the often misunderstood role of school-based occupational therapy practitioners. He emphasizes the need for OT practitioners to advocate for their diverse skills beyond handwriting instruction, highlighting the importance of collaboration with teachers and administrators.

​Listen now >>

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LAST WORD

200 school-based OT practitioners… WOW!

Real quickly, I just want to say thank you!

Last month, over 200 of you registered for the Back to School Conference or started the process of working with your district to attend our annual kick-off to the new school year.

You all blew all of my expectations out of the water, and let me know that you are really looking forward to hearing from our seven amazing speakers!

Thank you for bearing with the extra emails and showing me how much you value quality continuing education experiences.

I look forward to meeting (and hopefully exceeding) your expectations for this year's conference!

​And if you haven’t registered yet, there is still time to do so here.​

I'll see you next week!

Until then,

Jayson

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PS. Don’t forget to listen to this week’s podcast episode. There’s no guest this week. Just me, you, and how we can use research to help increase collaborative practices with teachers and admin!