Occupational Therapy in School - What is it and How Does it Support Pupils?

Occupational therapy in schools plays a crucial role in supporting SEN learners by helping them develop the skills needed for day-to-day activities and to achieve success at school. Daily life is made up of many activities (or occupations). Occupations for children and young people may include self-care (getting ready to go out, eating a meal, using the toilet), being productive (going to school or volunteering), and leisure (playing with friends or having hobbies).

What is sensory processing?

Sensory processing is the ability to organise and process sensory stimuli received from the environment and our own bodies. It enables us to make appropriate behavioural responses, recognise and respond to bodily sensations, plan and execute motor skills, concentrate, and self-regulate. Many neurodivergent young people experience sensory processing differences, which impact their occupational participation within the school environment.

Here are some tips on how you can support children within the classroom:

Create sensory-friendly classroom environments

A low stimulus environment can support the sensory comfort of learners with sensory processing differences and improve attention and concentration. This can include using low-stimulus displays located out of pupils’ line of vision, utilising natural light in the classroom where possible, reducing low-level background noises, and ensuring staff avoid strong perfumes and deodorants.

Utilise sensory equipment

Access to sensory equipment is also beneficial, particularly for children who require additional sensory input to remain regulated. Examples include wobble cushions, body socks, fidget toys, tools that provide light tactile (touch) input such as head or back scratchers, and weighted products like lap pads or shoulder wraps. For children who are particularly over-responsive to visual stimuli, a privacy work screen can be used to support their focus.

Introduce sensory circuits

Sensory circuits are an effective tool during transition times, such as at the beginning of the day or after lunchtime, to help with readiness for learning. They allow children to organise their senses by following a structure of three types of activities: alerting, organising, and calming. Ensure the steps are followed in order and tailored to the learners’ interests. For example, children who are lethargic may need more alerting activities, while those who are highly alert may require fewer.

Alerting

Activities that raise the heart rate and increase alertness through use of the balance and body awareness senses (e.g. marching, running, hopping, jumping).

Organising

Activities that require motor planning and coordination skills (e.g. throwing and catching, balancing on a beam, clapping games).

Calming

Activities that have a calming effect, such as breathing exercises or the use of large muscle groups to provide deep pressure (e.g. plank, chair push ups, wall push ups).

Gross motor skills activities

You can incorporate gross motor skills practice into your sensory circuits and movement breaks. Remember to grade activities accordingly. For example:

• If a regular plank is too hard, practice a plank on the knees first.
• Start throwing and catching with two hands, close to the target, then slowly move the target further away. You can even work up to throwing with one hand.
• Some children may need to practice balancing whilst standing on two feet before balancing on one leg.

Pupils will also benefit from being given additional time to learn and practise new motor skills, especially if motor planning and execution are challenging for them.

Daily fine motor skills activities

For children with fine motor skill differences, incorporating fine motor activities into daily routines supports the ongoing development of functional skills, such as managing clothing fastenings, cutlery, and classroom tools. This could include making models with clay, counting cubes in maths, or threading beads.

Handwriting

The development of functional handwriting can be supported through daily activities that target the underlying skills required. This can be achieved without writing, making these activities especially helpful for children who avoid written tasks or handwriting practice. Examples include:

• Shoulder strengthening: Wall press-ups, chair press-ups, arm circles.
• Hand strengthening: Using Thera putty, hand warm-up exercises, or “dough disco” with playdough.
• Mark-making and pencil control: Activities such as dot-to-dot, noughts and crosses, and step-by-step drawing exercises.