Trauma and the role of the school-based occupational therapist

ABSTRACT

Recent research has shown that experiencing trauma in childhood may have a significant effect on school performance, particularly in the occupational performance areas of education, social participation, and play. This article highlights how occupational therapists working in the public schools can play a unique supportive role for these children through individualized programming that includes: consulting and collaborating with a multidisciplinary school team; analyzing environments, tasks, and routines with a trauma-informed sensory-based approach; and providing direct occupational therapy. Designed with the input of the student, this multifaceted plan helps facilitate regulation and participation in school for the child who has experienced trauma.

KEYWORDS:

• Occupational therapy
• trauma
• school
• sensory
• regulation

Acknowledgments

The author would like to acknowledge the support of her team at Norfolk Public Schools and thank Tina Champagne and Dr. Wendy Coster for their guidance.