Teachers and occupational therapists as interprofessional teammates: Implementation of an adapted social-emotional learning curriculum

Abstract

Research supports health and educational benefits of social emotional learning (SEL) for children, particularly in lower socio-economic school settings. However, limited data exist on adaptation and implementation of such curricula by collaborating educators and health professionals for children with developmental and learning needs. We conducted a qualitative study to understand interprofessional experiences between a Kindergarten classroom teacher and occupational therapy (OT) personnel who implemented an adapted literacy-focused SEL program in the classroom for children ages 5–6 years old at high-risk for behavioral, developmental, and learning needs. This article describes themes that emerged from analysis of semi-structured interviews and observations conducted with participants implementing the study within the Title I school. The themes are: limited role understanding, contextual factors impacted interprofessional collaboration, and the perceived positive impact of SEL on students. While educators and related-service professionals can effectively implement classroom-level interventions for children with and without identified disabilities, future interprofessional education opportunities should develop role understanding and enhance team communication during pre-service learning.