School Participation & Learning Support

Children develop many of their cognitive, social, and practical skills through play and participation. Occupational therapists support school skills so children can engage confidently in classroom activities, complete tasks, and interact successfully with peers. Play is a key way children learn problem-solving, teamwork, and self-regulation, all skills that support learning.

What does OT support look like in this area?

OT support in this area often starts with information gathering through discussions with teachers and completing observations or assessments where relevant. Once goals are identified, OTs support school skills in a variety of ways including:

• Classroom participation:

  • Teaching strategies to maintain attention during lessons

  • Providing tools to support focus, like fidget aids or visual cues

  • Supporting organisation of materials and tasks

• Classroom Accommodations Examples

  • Visual schedules or timetables for routines and daily activities

  • First–next boards for stepwise activities or transitions

  • Extra processing time for instructions or tasks

  • Modified assignments (simplified instructions, smaller sections)

  • Access to quiet spaces for calming or sensory regulation

  • Use of assistive technology (e.g., speech-to-text, reminder apps)

  • Flexible groupings or partner work to support social participation

• Managing transitions:

  • Using visual schedules, first–next boards, or timers to signal activity changes

  • Preparing children for upcoming transitions to reduce anxiety or frustration

  • Coaching children in self-regulation strategies for moving between activities

• Supporting teachers:

  • Collaborating with teachers to adapt classroom environments

  • Providing strategies for behaviour, attention, and sensory support

  • Ensuring strategies are consistent across lessons and activities

How OT support helps this area in everyday life

• Children can participate more confidently in lessons, group activities, and social situations

• Reduces stress, frustration, and meltdowns associated with changes or difficult tasks

• Improves focus, organisation, and independence in daily routines

• Provides teachers and families with clear strategies and tools that make daily routines predictable and manageable

Working with Teachers

OTs collaborate with teachers to help children participate confidently in the classroom. This includes:

• Suggesting practical classroom supports, like seating, visual schedules, or quiet spaces

• Advising on strategies for attention, transitions, and emotional regulation

• Modelling how to use tools like first–next boards and step-by-step instructions

• Ensuring strategies are consistent across lessons and activities

Benefits:

• Reduces stress for teachers and students

• Supports children to engage, manage transitions, and apply skills independently

• Encourages understanding of behaviour as communication

Development Through School Years

• Early years: Short attention spans, need frequent adult support, respond best to simple visual cues

• Primary school: Increasing independence; can use visual or verbal prompts with occasional reminders

• Adolescence: Able to self-manage routines, transitions, and strategies. Begins planning and organising independently for school tasks and social participation

How School Skills Support Everyday Participation

• Confidence in joining classroom activities and group projects

• Improved ability to complete tasks, follow routines, and manage transitions

• Greater engagement in school, sport, and social activities

• Enhanced ability to resolve conflicts and communicate effectively

How this skill can look at home, school, or in the community

• Home: Morning routines or homework schedules using checklists and visual cues; parents modelling step-by-step instructions

• School: Following classroom timetables, using quiet corners or fidget tools to support attention; visual prompts for transitions between lessons

• Community: Navigating routines independently during extracurricular activities, sports, or library visits; using strategies learned at school in real-life settings

Example

A 7-year-old had difficulty moving from playtime to reading time. The OT introduced a first–next visual board and worked with the teacher on countdown prompts. The child now uses the board to see what activity comes first and what comes next. This has reduced anxiety, improved transitions, and allowed the child to join reading time calmly and independently. Over time, the child also began using fidget tools to stay focused during group lessons, showing increased participation and engagement.