Children’s Experiences of Occupational Participation in UK Primary Schools: A Scoping Review

This scoping review aimed to explore the existing peer-reviewed literature on occupational participation and the experiences of children within mainstream primary education in the United Kingdom (UK). The focus on the UK was chosen to inform context-specific educational and therapeutic practices. The review sought to identify key themes and gaps in the British body of literature, following established methodological frameworks. Three researchers jointly searched multiple electronic databases (SCOPUS, EBSCO [CINAHL/Medline], PsycINFO, ERIC, British Education Index, Child Development and Adolescent Studies, OTseeker, ProQuest Dissertations & Theses and The British Library,) using a comprehensive set of search terms (see Table 1). Inclusion criteria were: peer-reviewed articles published in English between 2013 and 2023, focusing on the participation of UK-based, primary-aged children (4–11 years) in mainstream education. Thematic analysis was conducted to identify patterns across the literature. From an initial yield of 230 articles, 13 met the inclusion criteria. Although none directly addressed occupational participation, five key themes emerged: (1) meaningful relationships with school staff, (2) meaningful relationships with peers, (3) structural influences on participation, (4) children as learners, and (5) agency and choice. These themes were interpreted through the lenses of resilience theory, critical pedagogy, and the Canadian Model of Occupational Participation (CanMOP). This review highlights a significant gap in the UK literature concerning children’s occupational participation in mainstream primary education. While the findings offer insights for UK-based educators and healthcare professionals, the national focus limits generalizability. Future research should explore children’s occupational participation more directly and consider comparative international perspectives to inform broader educational and occupational therapy practices.