Introduction/Rationale: This study evaluates the effectiveness of school occupational therapy (OT) by examining changes in teachers, parents, and children. Expanding on the previous model (Abstract at APOTC 2024), newly obtained data will be analyzed to assess the impact of OT in educational settings, focusing on feedback from teachers who work directly with children after COVID-19.
Objective: This study aims to analyze the effects of school OT focused on "the education we want to provide" on teachers and parents before and after COVID-19. It also explores teacher feedback on changes in their perceptions and relationships with children, re-examining OT’s contribution to improving educational quality.
Method/Approach: Existing quantitative data (February 2016–December 2022) and newly collected data (2023–2024) are analyzed. Goal Attainment Scaling (GAS) and the satisfaction and performance of teachers and parents are quantitatively evaluated by school age. Additionally, qualitative analysis is conducted based on teacher and parent feedback.
Results/Significance in Practice: New evaluation data revealed changes in parents' and teachers' perceptions of children's progress. Teachers noted that school OT contributed to improving educational quality, with comments such as “the classroom atmosphere has improved since OT was introduced” and “OT's support has positively influenced children’s school life.”
Conclusions/Importance for Occupational Therapy Professionals: School OT focusing on "the education we want to provide" not only facilitated child development but also changed teachers' perspectives, fostering a sense of reassurance. Teachers play a crucial role in children's environments, and their evolving perceptions through OT involvement contributed to improved satisfaction for both teachers and parents, creating a more supportive educational setting.