Involvement of Allied Health Professionals in Primary Schools: A Scoping Review

Background. This study examines the role of occupational therapists (OTs), physical therapists (PTs), and speechlanguage pathologists (SLPs) in supporting primary school-age children within school settings. Therapy services are identified as an essential addition to the educational setting to ensure inclusion of all students, regardless of abilities. With an increasing demand for therapy services in educational environments, understanding the specific contributions of each profession is essential for improving interdisciplinary collaboration and enhancing student outcomes. 

Objective. The study aimed to answer the question, “What is known from the literature about the nature and extent of involvement of allied health professionals in primary schools (K-6)?”

Methods. A scoping review methodology was employed to explore the extent, range, and nature of research on the involvement of OTs, PTs, and SLPs in schools. The review followed the Joanna Briggs Institute (JBI) Framework for scoping reviews, incorporating a comprehensive literature search across multiple databases. Inclusion criteria focused on studies that examined therapy services provided within primary school settings. Data were charted and thematically analyzed to identify common trends and variations in service provision.

Results. The findings highlight that OTs primarily address fine motor skills, sensory processing, and self-care tasks to promote functional participation in classroom activities. PTs focus on gross motor development, postural control, and mobility, ensuring that students can navigate school environments effectively. SLPs play a critical role in language development, communication strategies, and social interaction skills. The review also identifies various models of service delivery, including direct interventions, consultation with teachers, and collaborative classroombased approaches. Additionally, barriers such as limited resources, inconsistent policies, and challenges in interdisciplinary communication were noted as factors affecting service implementation.

Conclusion. This study underscores the vital contributions of OTs, PTs, and SLPs in fostering inclusive education for primary school-age children. While their roles are distinct, effective collaboration among these professionals is crucial for maximizing student engagement and participation. Addressing systemic barriers and promoting integrated service models can enhance the impact of therapy services on student outcomes. Future research should explore best practices for interdisciplinary teamwork and policy development to support equitable access to therapy services in education.