School-Based Occupational Therapy

Partnering with schools to support students across Australia

School-based Occupational Therapy delivered in partnership with your leadership and Diverse Learning team. We support students’ participation and functional engagement at school by strengthening executive functioning, organisation and self-regulation through practical, school-ready strategies that staff can reinforce consistently. Programs are structured, measurable, and designed to fit real timetables and classroom expectations.

Flexible delivery: 1:1, small groups, and staff consultation.
School-ready strategies that teachers can reinforce consistently
Clear goals + measurable progress tracking across the term
Collaborative partnership with Diverse Learning, Wellbeing and relevant staff

Designed for schools

Our Occupational Therapists work within classroom expectations and school systems to support real-world skill carryover. Programs may include student sessions (1:1 or small group), staff consultation, and scheduled review points, with clear goals and end-of-term outcomes to guide next steps.

We take a practical, collaborative approach. Our OT works alongside your key school contact to understand priorities, set clear participation goals, and deliver strategies students can use in real classroom tasks. We also provide simple supports staff can reinforce consistently, with progress check-ins across the term and an end-of-term summary to guide next steps.

Designed for school decision-makers

This program is built for schools seeking structured OT support for students who need help
with participation, independence and executive functioning at school.

Principals & School Leadership

A school-ready model that fits timetables, supports student engagement, and aligns with school priorities.

Diverse Learning

Targeted intervention for students who need practical strategies and consistent support across the term.

Student Support

Support for students where regulation, transitions, or routines impact learning and behaviour.

Principals & School Leadership

A school-ready model that fits timetables, supports student engagement, and aligns with school priorities.

Diverse Learning

Targeted intervention for students who need practical strategies and consistent support across the term.

Student Support

Support for students where regulation, transitions, or routines impact learning and behaviour.

When schools usually ask for OT support

These are common school-based challenges we work on with students.

What teachers typically see: students who want to do the work but struggle to get started, stay on task, and finish within time.

In the classroom

Needs repeated prompting to begin, even when instructions are clear.
Gets “stuck” on the first step and can’t move on without support.
Loses track of what they’re meant to do during independent work.
Rushes or leaves work incomplete as time runs out.

How OT helps

Creates simple “first–then–next” steps students can follow independently.
Builds start-up routines (checklist, timer, planning prompts).
Teaches strategies for staying on task and returning after distraction.
Sets goals and tracks progress so change is visible across the term.

What teachers typically see: students who lose track of materials, homework and due dates, even with reminders.

In the classroom

Frequently misplaces books, worksheets, notes or equipment.
Desk/bag/locker becomes cluttered and hard to manage.
Homework is forgotten, incomplete or handed in late.
Struggles to plan for tests, assignments or multi-week projects.

How OT helps

Sets up simple systems (folders, checklists, pack-up routine).
Teaches daily planning tools (task list, reminders, planner habits).
Builds routines for tracking what’s due and what to bring.
Breaks assessments/projects into realistic weekly steps.

What teachers typically see: students who become overwhelmed, shut down, or react strongly when school feels too hard.

In the classroom

Big reactions to mistakes, feedback or unexpected changes.
Shuts down, avoids work, or leaves the room when overwhelmed.
Struggles in noisy/busy environments (assemblies, transitions, groups).
Finds it hard to calm down and return to learning once dysregulated.

How OT helps

Builds coping strategies students can use in class (reset routines, calm tools).
Creates simple plans for tricky moments (early signs + what helps).
Supports practical environmental adjustments that reduce overwhelm.
Aligns staff language and supports so responses stay consistent.

What teachers typically see: students who need high levels of support to follow routines, engage consistently and work independently.

In the classroom

Needs repeated instruction or 1:1 prompting to follow tasks.
Finds transitions difficult (between rooms, activities or teachers).
Avoids group work or struggles with participation and peer interaction.
Low confidence affects engagement and willingness to try.

How OT helps

Teaches routines and “self-check” strategies to build independence.
Supports transition plans (step-by-step routine + practice).
Builds participation skills through structured practice and confidence.
Provides classroom strategies staff can reinforce consistently.

How the program works

A clear process from planning to outcomes, designed to fit school timetables.

Consult & Planning

Clarify needs, year levels, timetable, and the support model (1:1, group, staff consult).

Selection & Consent

A school-ready model that fits timetables, supports student engagement, and aligns with school priorities.

Student sessions at school

1:1 or small groups with practical strategies linked to school participation.

Review & Outcomes

Progress check-ins and end-of-term summary with recommendations.

Consult & Planning

Clarify needs, year levels, timetable, and the support model (1:1, group, staff consult).

Selection & Consent

A school-ready model that fits timetables, supports student engagement, and aligns with school priorities.

Student sessions at school

1:1 or small groups with practical strategies linked to school participation.

Review & Outcomes

Progress check-ins and end-of-term summary with recommendations.

School-based OT FAQs

What is School-Based Occupational Therapy?

School-Based OT supports students to participate more independently at school. We focus on practical skills that affect learning day-to-day, like starting tasks, staying organised, coping with overwhelm, following routines, and managing transitions. Support is delivered in a way that fits school expectations so strategies carry over into the classroom.

Which students benefit most from School OT?

Students often benefit when they:

struggle to start or finish work without frequent prompting
have difficulties with organisation, homework routines, or managing workload
become overwhelmed, shut down, or have big reactions at school
need high levels of adult support for routines, transitions, or independence
We work with the school to identify students where OT support is likely to make the biggest functional difference.

What does OT actually look like in a school setting?

Depending on student needs and the school model, OT can include:

1:1 student sessions (skills + strategies linked to classroom tasks)
small group sessions (shared goals like organisation, coping skills, routines)
teacher/staff consultation (practical strategies that staff can reinforce)
The aim is always the same: strategies that work in real school routines, not just in a clinic.

How do we get started as a school?

We usually begin with a short school consult to understand:

the student cohort and main challenges you’re seeing
the year levels and timetable constraints
your preferred delivery model (1:1, groups, staff consult, or mix)
After that, we confirm referral/consent processes and propose a term structure.

How are students referred and selected?

Schools typically nominate students based on learning support observations and priorities. We then:

clarify the main concerns (what the school is seeing)
confirm the school’s preferred referral pathway
ensure consent and information sharing are in place
If needed, we can help the school set up a simple, consistent referral process.

Do parents/carers need to give consent?

Yes. Consent is required before any direct student therapy begins. We also clarify what information can be shared between the school and clinician, and who the key contacts are. This protects the student, the school, and the therapy process.

Where do sessions happen and what does the school need to provide?

Sessions usually run on-site in a quiet, consistent space (e.g., learning support room or meeting room). The school typically provides:

a suitable room/space
an agreed session schedule
a key contact person (often Diverse Learning / Student Support)
We work within school systems to minimise disruption to learning time.

Do teachers need to do extra work?

No extra paperwork is the goal. We keep teacher involvement light and practical, for example:

quick strategies teachers can use (simple prompts, checklists, routines)
short check-ins with the key contact (what’s working / what needs adjusting)
We’re careful not to add workload. Strategies should fit your current classroom routines.

How do you measure progress?

Progress is tracked using clear functional goals linked to school participation. For example:

starting tasks with fewer prompts
improved organisation of materials/homework routines
better coping and faster return-to-task after overwhelm
increased independence with transitions and classroom routines
We review progress across the term and adjust strategies based on what’s working.

What reporting or updates does the school receive?

Schools typically receive:

brief progress updates (as agreed)
practical recommendations for classroom carryover
an end-of-term summary outlining goals, progress, and next steps
We tailor communication to what your school needs. Some prefer quick check-ins, others prefer written summaries.

How is this funded? Can the school engage you directly?

Yes. Schools can engage us directly as a school service arrangement. Some students may also access OT through NDIS funding where appropriate. The best pathway depends on your school context and student circumstances. Tell us what you’re aiming for and we’ll recommend the most practical option.

What about compliance (WWCC, insurance, professional standards)?

Our clinicians attend school settings with appropriate professional standards and requirements. Schools can request copies of relevant documentation as part of onboarding (e.g., compliance checks and service details), and we align with site expectations and school policies.

Can the program run for a term only?

Yes. Many schools prefer a term-based model (e.g., 9–10 weeks) so progress is measurable and planning is clear. Other schools choose ongoing support (e.g., one day per week) depending on cohort needs and resourcing.

What’s the next step if we want to explore this?

Click Request a School Proposal (popup form) or call 1300 24 2428. Share your school, year levels, and what you’re seeing. We’ll recommend a suitable model and next steps.

Ready to explore a School-Based OT program for your students?

Share your school details and we’ll recommend a service model and next steps.