PERCEPTIONS OF OCCUPATIONAL THERAPY PRACTICE IN SAUDI SCHOOLS

Introduction and Aim: This study explores the perceptions of occupational therapy (OT) practices in Saudi Arabian schools, aiming to understand how occupational therapists view their roles, challenges, and opportunities within educational settings, as well as the impact of their interventions on student development and well-being. Methodology: The research employed a descriptive cross-sectional design using an online survey distributed to 272 licensed occupational therapists practicing in Saudi Arabia. Participants were selected via convenience sampling. The survey comprised both open- and closed-ended questions to gather quantitative and qualitative data, which were analyzed using JMP software and thematic analysis. Results: The findings revealed that OT interventions are highly effective in promoting academic achievement (50.5%), social-emotional development (26.2%), and physical-functional skills (23.3%). However, significant challenges persist, including a lack of awareness (40.2%), resource limitations (33%), and administrative barriers (22.9%). Despite these obstacles, occupational therapists emphasized the critical role of OT in enhancing learning, addressing sensory and motor skill deficits, and fostering inclusive environments. Misconceptions about OT’s scope and purpose were also identified, highlighting the need for awareness campaigns and stakeholder education. Conclusion: The study concludes that occupational therapy has immense potential for improving student outcomes in Saudi schools. To realize this potential, it is essential to address systemic challenges through targeted awareness initiatives, resource allocation, policy reforms, and interdisciplinary collaboration. These efforts will not only optimize the implementation of OT services but also contribute to building a more inclusive and supportive educational framework in Saudi Arabia.