Interprofessional Collaboration: Measuring Occupational Therapists and Teachers’ Perceptions of Collaborative Practice in Inclusive Australian Primary Schools

This Australian study explored how teachers and Occupational Therapists perceive collaboration within inclusive primary school settings and whether collaborative practice improves support for students. The findings showed that both teachers and Occupational Therapists viewed collaborative relationships positively and believed they contributed to improved student outcomes within mainstream school environments.

The article highlights that when teachers and therapists work together consistently, children receive more cohesive and meaningful support because strategies can be implemented naturally throughout the school day rather than only during isolated therapy sessions. Researchers found that collaboration helped improve inclusion, participation and access to learning opportunities for students with additional needs, allowing children to feel more supported and engaged within classroom environments. Families benefited because stronger communication between therapists and schools helped create consistency between home and school strategies, reducing confusion and improving the child’s overall support network. Schools also appeared to benefit significantly, as teachers valued having practical guidance and shared problem-solving support from Occupational Therapists when managing diverse student needs within inclusive classrooms.

The article emphasised that effective collaboration requires ongoing communication, shared goals and systems within schools that allow therapists and teachers to work together regularly rather than functioning separately. Importantly, the study suggests children are more likely to thrive socially, emotionally and academically when support systems are integrated and collaborative, as this allows interventions to become more functional, responsive and embedded within everyday school experiences.

Overall, the research strongly supports integrated school-based Occupational Therapy models that prioritise relationships, inclusion and collaboration as key components of successful student support.

You can read this article here:

https://journals.sagepub.com/doi/epub/10.1177/03080226241302582