Beyond the Therapy Room: Building Bridges Through Advocacy & Collaboration

When we think about school-based occupational therapy, our minds often jump to direct services: helping a student with handwriting, modifying scissors for accessibility, or supporting transitions in the classroom, but two powerful forces often get overlooked, even though they are the backbone of sustainable, student-centered practice: advocacy and collaboration.

These two elements go hand-in-hand. Advocacy means speaking up for our role, for our students’ needs, and for inclusive practices. Collaboration means working side by side with others who share the student’s educational journey. When we neglect one, the other loses impact. Together, they create the conditions for meaningful progress.

Let’s explore three key areas where advocacy and collaboration intersect in school-based OT.

1. With Other OTs and OTAs

We know that no two caseloads (or therapists!) look exactly alike. Collaboration within our own profession (whether through a district team, regional meetings, or even informal peer check-ins) helps us ensure consistency, share resources, and problem-solve tricky cases.

• Collaboration looks like: Co-developing progress monitoring tools, sharing therapy materials, or brainstorming accommodations for a unique student need.

• Advocacy looks like: Making the case for manageable caseload sizes, equitable distribution of services, and the importance of OT/OTA voices in district-level decision-making.

One of my favorite ways to collaborate with other OTs and OTAs is by using Google Forms to check in on students we share. Face-to-face conversations can be difficult to nail down, and emails require too much mental energy to draft, so I have found Forms to be a sweet spot for gaining needed information without interrupting the flow of anyone's routine.

I use this template to check in with OTAs about student progress and get their input on goals prior to updating a student's IEP: OTA Annual Review Check-In.

When we unite as colleagues, we strengthen not just our practice, but the presence of OT in schools.

2. With Teachers and Paraprofessionals

Teachers and classroom staff are the daily touchpoints for our students. Our collaboration with them can make the difference between isolated skills practiced in a therapy room and functional skills applied in the classroom.

• Collaboration looks like: Embedding fine motor warm-ups into morning routines, consulting on seating and classroom setup, or training paraprofessionals to reinforce strategies consistently.

• Advocacy looks like: Educating staff on what occupational therapy is (and what it is not), clarifying that we support access to the curriculum (not just handwriting!!) and encouraging an integrated service model.

I firmly believe that teachers and paraprofessionals are the experts when it comes to academic performance. They spend far more time with students than we do, and they have first-hand knowledge regarding function that is GOLD if we are willing to ask the right questions and tap into it.

I check in regularly with teachers/paraprofessionals to gain insight into how a student is performing, using this Teacher Interview Google Form as part of the evaluation process. I like to also check in with teachers prior to annual review meetings and IEPs to get an update on progress, and I frequently use this Teacher IEP Check-In Form.

When teachers and paraprofessionals see us as partners, they are more likely to welcome our strategies into daily instruction, creating carryover that truly sticks.

3. With Parents and Guardians

Families are our students’ first and longest teachers, yet in the busy pace of IEPs and school days, parent collaboration can sometimes slip into a once-a-year check-in. Building intentional connections with caregivers allows us to bridge school goals with home priorities.

• Collaboration looks like: Sending home strategy sheets, inviting parent feedback about daily routines, or offering coaching during virtual or in-person meetings.

• Advocacy looks like: Ensuring parent voices are respected in IEP meetings, empowering them with language to ask for supports, and validating their concerns as central to the student’s success.

If teachers and paraprofessionals are the experts on classroom function, parents are the experts on their children in every other setting and context. They are a wealth of knowledge and should be actively included in the school-based OT journey.

As part of every evaluation, I have a parent/guardian complete this Parent Interview Google Form to gain insights on background, outside supports, and functional performance. I also like to share this Parent IEP Check-In Form prior to annual review meetings in order to gain information on carryover of skills and see what skills they might wish to target over the next school year.

When families feel heard and supported, the work we do in schools expands far beyond the classroom walls.

Closing Thoughts

Advocacy without collaboration can feel like shouting into the void. Collaboration without advocacy can leave our role diminished or misunderstood. But together, they are the heart of school-based OT practice, ensuring that our students are supported by a united, informed, and empowered team!

As school-based practitioners, we are not just service providers—we are partners, educators, and advocates. By leaning into these dual roles, we create environments where every student can thrive.