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.
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.