Introduction / Rationale: Since the adoption of the United Nations Convention on the Rights of Persons with Disabilities in 2006, inclusive education has gained global attention. Recently, Japan's MEXT has promoted the involvement of professionals in academic participation. However, scoping reviews on occupational therapy interventions in this area remain scarce.
Objectives: This study aims to explore occupational therapy interventions supporting children in academic participation in Japan.
Methods / Approach: Following the guideline for a scoping review, PRISMA-ScR, data were gathered through a computer search of the Ichushi-Web database between 2007 and 2025, using terms such as (Occupational therapy OR Occupational therapists) AND (Intervention OR 'Academic support' OR 'School support') AND (School OR Classroom OR Education OR 'Special needs education') AND (Children OR Child OR Student).
Results / Practice Implications: Total of 141 articles were identified, and 24 were included after screening. Seventeen involved direct interventions, with OTs affiliated with hospitals, early intervention centers, psychiatric hospitals, and home rehabilitation services. Seven focused on indirect interventions, with OTs playing consultative roles with children, parents, schools, and teachers. OTs worked as external specialists and they were affiliated with hospitals or consultation support services. In some cases, OTs with various roles also took on school consultation as part of their broader responsibilities.
Conclusion / Contribution to the occupational therapy profession: OT support for academic participation in Japan was shown to be complex. However, all OT interventions ultimately aim to enrich children's academic participation—specifically, these interventions are grounded in supporting children's engagement in activities they wish to pursue.