OTS 129: Why I Love (and Prefer) School-Based OT
- Jayson Davies
- Jul 24, 2023
- 2 min read
Updated: May 11, 2024
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Welcome to the show notes for Episode 129 of the OT Schoolhouse Podcast.
Why do you love school-based OT?
On this episode, Jayson Davies, MA, OTR/L, explores the world of school-based occupational therapy by highlighting the many advantages of being a school-based OTP. Jayson shares his experiences and insights, highlighting the power of collaboration, the importance of a student’s natural context, and advocating not only for the students but also for ourselves as OTPs.
Tune in to learn more about the ways occupational therapy transforms the lives of students.
Listen now to learn the following objectives:
Learners will identify the difference between school-based OT and clinic-based OT
Learners will identify how to collaborate on a systems or classroom level
Learners will recognize how modifications, accommodations, and assistive technology are used in a school setting
Learners will recognize ways to advocate for students and themselves as OTPs
Host Bio
In 2017, Jayson founded the OT Schoolhouse website and now supports school-based OT practitioners via courses, conferences, and the OTS Collaborative community.
With experience as both a contracted therapist and an "in-house" employee for two distinctly different districts, Jayson has had the opportunity to appreciate the differences between both small-rural and large-suburban districts.
Recently, Jayson has put forth his efforts toward supporting therapists interested in tiered intervention, collaborative programming, and managing their workloads.
Quotes
"School-based occupational therapy is like a kaleidoscope. It brings together different elements of education and therapy and different disabilities to create a vibrant and holistic learning environment for the students that we work with." - Jayson Davies, MA, OTR/L
“We have to be very creative, we have to be able to come up with things on the fly. But we also need to know how to find solutions” - Jayson Davies, MA, OTR/L
“We can actually go and see the skill generalized into the natural context. We can go into the classroom and support that skill in the classroom.” - Jayson Davies, MA, OTR/L
“We also have occupational therapy practitioners who can provide support and provide knowledge on inclusion and justice and equality and individual rights and more for our students." - Jayson Davies, MA, OTR/L
Episode Transcript
Expand to view the full episode transcript.
Amazing Narrator
Hello and welcome to the OT schoolhouse podcast, your source for school based occupational therapy tips, interviews and professional development. Now to get the conversation started, here's your host, Jayson Davies, class is officially in session.
Jayson Davies
Hey there, what is happening? My name is Jayson, and welcome to the OT schoolhouse podcast. Now, if you're listening today, I am willing to bet that you love occupational therapy. And you probably have many reasons that you love occupational therapy. Today we're talking about why we love school based occupational therapy, as this is the OT schoolhouse podcast and we talk about school based OT. But before we get started, I just kind of want to say that I love OT and there's so many reasons that I love OT and one of those reasons is that there's so many different fields of occupational therapy that we can work in. And you know, I kind of famously thought that I would never work in the schools. And now look at me I am I've worked a decade in the schools and I run and host this OTs gloves podcast for school based it, I'm just so happy that I've landed there. But there are so many other opportunities right there is subacute rehab there skilled nursing facilities, there's clinic based OT, there's working in a hospital, there's just so many settings. And I love that we can literally work with any age group from newborns to you know, 9100, the oldest person alive. I just love that. And if you ever get tired with one setting, you can move to another setting. So that's why I love occupational therapy and a whole and in this episode, we're going to dive a little bit deeper into why I love and appreciate school based occupational therapy. Now it's been a while since we had some just solid me and you time here on the podcast. So today we're doing just that it's just me and you we don't have a guest today are just talking about why school based occupational therapy is just so awesome and so unique compared to some of the other OT settings out there. Now, I haven't worked in every occupational therapy setting. But I do have some experience and home health pediatric si clinics, some rehab experience for older adults. And so since school based occupational therapy is so commonly compared to clinic based occupational therapy, most of my analogies and comparisons will kind of be in relationship to that setting. With that said, as I mentioned, occupational therapy is just so amazing that you can work in so many other settings. And so as we get started here, I just want to say that everything that I say today is not to troll on any other setting. It's just to lift up school based OT, and just everything that we can do as school based occupational therapists that maybe we can't do in some of those other settings. And I will share more on that in a little bit. Every setting, again is awesome and unique in its own way. But today, we're here to talk about school based OT. So let's get started. Alright, so I've got five main points here today for you that I think you're going to appreciate about why school based occupational therapy is just so awesome. And I really think this first one's gonna resonate with you. And I got kind of a catchy title for it. And I'm excited to share it with you. School Based occupational therapy is amazing because we have students, not clients. And I say that with both frustration to some extent, but also with like with just excitement that that is the case. Because sometimes I get frustrated by having students and not clients in the sense that there is no wait list in school based occupational therapy, which often leads to inflating caseload inflating workloads, high work demands, which can be frustrating to some extent. But I also am excited that we have students and not clients because it allows us to serve every single student and not have to worry about what student has the right insurance to come to our, our practice or what students can pay to come to our practice. In school based occupational therapy. There is no such thing as a waitlist, right? We can't say sorry, Johnny, we're full. We just can't take you or sorry, Johnny's parents, you don't have this insurance. So we can't work with Johnny or sorry, Johnny's. I mean, our prices are what they are and we can't budge. Like there is none of that in school based occupational therapy. If a student needs services, they're going to get the services. Now with that said, there is no waitlist. However, I understand that there are some, you know, limitations and the sense that OT occupational therapy practitioners, somewhat are in a shortage and in some places it can be hard to find OT practitioners and that can create a like fake waitlist, right? Like students aren't on a waitlist. But if there's no OT, then they can't get services. I understand that. And in other places, districts just don't have the ability or the unwillingness to hire additional occupational therapy practitioners, which can again create kind of that fake waitlist, per se, or it can limit services. So when we're talking about having students, not clients, I love it. But I also see the frustration that it leads to. Along the same lines, as you know, not having a wait list. Within school based occupational therapy, we also can't necessarily, like specialize in one specific area, we can see a student who has a developmental disability at 9am. And at 10am. We're working with a student who has cerebral palsy, and at 11am, maybe we're working with a student who has executive functioning difficulties, and then do Shane's muscular dystrophy, right. Like we can't decide, hey, I'm just going to specialize on working with autistic students. Of course, we need to really understand how to work with autistic students in the schools. But we also need to understand how to work with the entire gamut of students with various disabilities. There is no way that we can say, sorry, Johnny's mom, again, I can't see your student because I just I don't understand your Shane's muscular dystrophy, like that's, that's not what I do, I work with students who have autism, like we can't do that there is no other occupational therapist that we can refer a student to, we don't get to pick and choose what clientele we specialize with. And in that sense, we have to do two things, we have to be very creative, we have to be able to come up with things on the fly. But we also need to know how to find solutions. We need to know how to research we need to know how to say, in an IEP, I don't have all the answers right now. But I know how to find those answers. And you know, I know how to search for research. I know how to go into the OT school health collaborative community and ask for help. I know how to, you know, just find other occupational therapy practitioners that maybe do understand this particular area, or research that talks about this particular disability and find answers. And to be completely honest, you know, everyone is looking for that. What's the difference between school based occupational therapy and clinic based occupational therapy, especially within the pediatric realm? And I kind of think that that is the biggest difference when it comes down to things like yes, in school based OT, we focus on educational outcomes, as well as some functional outcomes. But they also do that in clinic based OT, maybe the goals aren't specific to educational outcomes, but they do work on skills that will have an impact on educational outcomes. So going back, I really think that the biggest difference in relationship to school based versus clinic based is that oftentimes in that clinic based setting, you will see a specialization in a certain field, or a certain disability or a certain set of disabilities, as opposed to within the school based OT realm, you really have to kind of learn about disabilities as they come. You know, it's possible that you have not had a student with Duchenne muscular dystrophy yet, but the likelihood that you will is somewhat high, or maybe you haven't worked with a student who has Down syndrome, but again, you likely will. And when you do, you're going to have to learn about that disability and learn how to better support that student. So I wanted to come up with an analogy to kind of put this into a little synopsis I guess. And so what I came up with is that school based occupational therapy is like a kaleidoscope. It brings together different elements of education and therapy in different disabilities to create a vibrant and holistic learning environment for the students that we work with. Also, for the teachers we work with, it's very collaborative, and more than that in just a little bit, whereas clinic based occupational therapy is a little bit more like a magnifying glass, focusing on a specific area or a specific disability and supporting growth and providing intense support and intervention. And that intense supportive intervention is also somewhat key here because in school based occupational therapy, we're often seeing a student for maybe 30 minutes a week, maybe at most, two times a week for 30 minutes, 45 minutes, if, you know there's been some back and forth with a district and advocate or something. But in a clinic based setting, it's Not uncommon for a student to receive at least one hour, if not multiple hours a week of occupational therapy.
All right, so that's going to wrap up our first kind of difference and love of occupational therapy within the schools, that we have students, not clients, we get to support all the students, we don't have to necessarily worry about some of the things that that you might have to worry about. If you're in a private clinic, or if you're a solopreneur, or just seeing students, or seeing kids after school or whatever, we don't have to necessarily worry about the billing side of things. To some extent, we still have to bill, but we're not necessarily trying to track down, you know, that $100 per hour from the parent, or we're not necessarily doing the same extent of billing that a clinic based occupational therapy, business would have to worry about. All right, on to our second reason that I love school based occupational therapy, and they think you will, too. I love this one. Sorry, had to take a quick moment, because I think this is one that other occupational therapy practitioners who do not work in the schools would be absolutely jealous of. And that is that we get to see our students in the natural context that we are supporting them.
Jayson Davies
Think about all the other occupational therapy settings, and every other setting, the client goes to the therapist, except for maybe home health, but in most other OT settings, the client has to leave their home, leave their job, leave their college, their university, whatever it is that they're doing in the most, in most cases, and they have to go to the therapist in a clinic in the hospital in a subacute facility. Most other settings do not take place within the student or clients natural context, as an occupational therapist, or an occupational therapy assistant, working in the schools, we get to do just that. We are supporting the students education in their education setting, our evaluations take place in the education setting, our services take place in the educational setting. Occasionally, we might pull a student from their classroom or from recess or from whatever it is that they are in to a another classroom to work with them. But in a lot of cases, we are going into the classroom. And I think we should focus more on that because of that ability that we actually have to see students in the natural context, I think we need to lean into that and take more advantage of that and realize the opportunity that we have that many other OT practitioners don't have. One of the biggest struggles that I've heard, both from school based occupational therapy practitioners and just other OTPs in general, is that it's hard to get generalization, right? We work on something with a student, either in a separate classroom, or if you're in another setting, you work with the student or a client in the clinic. But then things don't transfer to the home or they don't transfer back to the students or clients natural context. With us. We don't necessarily have to hope that a skill will generalize into the natural context, we can actually go and see the skill generalize into the natural context, we can go into the classroom and support that skill in the classroom, the natural context, how awesome is that? Like, we don't have to say, Hey, Mrs. Smith, please take Johnny out of school and bring Johnny to our clinic that's 30 minutes away, know where you are right there. We can see Johnny in the classroom, work with him in the classroom, evaluate him in the classroom, and make sure that whatever we're doing is actually supporting him in the classroom, not just hope that what we do will translate into Johnny riding better or using scissors better or maybe planning and taking down notes better we can actually see that happen in the classroom. How awesome is that? If that hasn't quite hit you yet, as a school based occupational therapist, or a school based occupational therapy assistant. I really hope that what I just said does because we often like as school based OTPs default to that pullout strategy. And I think once you realize the the ability that we have to see a student in their natural context, I think you start to understand wow, like I actually have this opportunity that most others don't, and I should take advantage of it. But getting into the classroom. And I think this is now a perfect segue into my third reason that I love school based OT and I think you do as well. And that is the collaboration and the teamwork that occurs within the school setting. The school setting is just so unique in the sense that the speech pathologist, the adaptive physical education teacher, the general education teacher, the special education teacher, the administrator, everyone that we will work with is right there on the same campus. Of course, we often have multiple campuses, but everyone is right there, we can all talk to each other. And we have this thing called an IEP or an ARD, or whatever your district calls that team meeting where we discuss a single student. Personally, I think we should have more of those, I think we should have more, maybe not a full blown IEP one time a year, but I think we should have more meetings about a student more frequently, they don't necessarily necessarily have to be as formal as an IEP meeting. But to have just a meeting where we meet and talk about maybe all the kids that we share on a caseload, I think that should happen more often. Because the more that we discuss a student with the other team members, the more that that student is going to make progress, there is research about that, that when an OT talks with a teacher, about a student, they make more progress, like, collaboration is just so key. And whether it's with a teacher, the SLP, the administrators, the parents, it's just, it's just amazing how that works. Like the more that we talk about a student, the more that we put time in to talking to the other adults about a student, the more likely that they are going to make progress. And going a little bit further collaboration doesn't necessarily have to be limited to those professionals on campus, we can also collaborate with parents, after all, a parent is like the ultimate specialist on their child, they know their child better than anyone, and we need to keep in communication with them. That was actually one of the things that I did appreciate about the pandemic and a lot of the teletherapy online is that we had more communication with the parents. And I think that we should, you know, keep that intact and have more communication with the parents. And understand all this that I'm talking about collaboration takes time. And you know, maybe you don't want to do every single thing that I'm mentioning right here, but start collaborating with one person. And then once you really start to master that you can collaborate with two people. And then you can collaborate with three people. And the next thing you know, everyone's collaborating with everyone, and it is quite an amazing experience. Now, collaboration also doesn't necessarily have to be limited to working with a single student. Tiered interventions like RTI and MTS S is a lot about collaborating with a teacher to support an entire classroom, or working with an administrator to support an entire school through maybe some professional development for the teachers. So we often think about collaboration as a working with one individual to support one student. But it goes beyond that, right? Like we can collaborate at a systems level and entire classroom level, there's just so much more than working. For one student, we can work for multiple students with a teacher or with an administrator or with an entire district. Personally, I think that when we collaborate with administrators and an entire district, I think that pushes our profession forward. And I'm going to cut myself off here, because we're going to talk about advocacy. And point number five. But I think that by collaborating more, you are also advocating more for our profession. So I'm gonna put myself out there, we'll come back to advocacy when we get to number five. But before we get to number five, I want to wrap up number three here with collaboration, and then go to number four. So to wrap up collaboration, I just want to say, I have found two ways to really help facilitate that collaborative process. And so if you're someone who is like, Hey, I'm used to school based occupational therapy being more individualized, per se, in the sense that you're pulling students out, you're not necessarily getting into the classroom and collaborating with the teachers. I got two recommendations for you. The first is to start with one teacher, that one teacher who you know, who understands occupational therapy, who just kind of you and that teacher get along very well as that teacher, hey, you know, I want to get into the classroom more because I think we can make a bigger difference for the students that you've have. Do you think there's a time that I could come into the classroom and work with you to support either one student or to support maybe a few students who are having difficulty with one specific skill? I find that to be a big kickstart when it comes to starting the collaborative process because it allows you to start to learn how to collaborate with one teacher. And then as you are learning how to collaborate with that one teacher, others Teachers are going to see that collaboration, and they're going to come and ask for your help. The other option that can help, you know, jumpstart your ability to collaborate more with the teachers, with administrators with everyone on campus, is to go to your administrator and ask if you can provide a professional development for teachers, or for a subset of teachers, even, maybe it's only for the kindergarten teachers, or maybe it's for the K through two teachers, or maybe it's for the older grade teachers, right. But go to your administrator with a few different options that maybe other teachers have told you they need support with, and provide your administrator with those options, I would come prepared with a few different ideas, right, like, don't just say, I want to do a handwriting, professional development for the teachers come with a few options, I have a handwriting thing that I can do, I can do a sensory processing course, I could do just you know a few different areas that you can support them in. And then when you do that actual professional development make it very actionable teachers don't necessarily want the research behind everything, they just want to know what they can do to support their students, this doesn't need to be a one hour or two hour, especially not a three hour training, this can be a 30 minute training, a 15 minute training, a 45 minute training, it doesn't need to be something long, it needs to be something that a gets you in front of the teachers, be shares with the teachers that you have a lot of knowledge that can help them and see are three that is very action oriented, that is something that the teachers can take away from your 30 Minute training and implement with their students to date, that is going to open up the world for you, I promise, because they're going to see the knowledge that you have, they're going to actually start inviting you into the classroom, because they understand that you have something that is going to help not just one kid in their classroom, but all the kids in their classroom. So think about that, think about a short professional development that you can do. I mean, you may not even necessarily need to create slides, you just need to have the knowledge and the ability to get up in front of the teachers and share some very helpful information with them. So if you're not already collaborating with teachers, I just highly encourage that you do one of those two things. A, you can, you know, offer to an administrator to offer professional development for either some teachers or all the teachers, maybe during a teacher staff meeting, or B, go up to that one teacher that you really know that you just the two of you get each other and ask if you can collaborate with them in the classroom in some way. I have used both of those opportunities to kickstart that collaborative process at multiple schools, because just because you collaborate at one school doesn't mean that you're going to be collaborating at another school, it takes two to tango, right? So I would just recommend to you that if you haven't yet started collaborating, or if you want to start collaborating, take up one of those two options. Start with one teacher with collaboration, ask if you can offer a professional development for some teachers, and just see where it goes from there. The next thing you know, you might be working with 123 multiple teachers at that school site and collaborating for better student success. Oh, right, man, this episode was supposed to be more like bigger picture reasons. I love school based OT and now I just rambled on for about five minutes on how you can collaborate more in the schools as opposed to just why I love collaboration in the schools. But anyways, let's go ahead and move on to number four. I hope that collaborative process was kind of helpful for you. So number four. Another reason that I love school based occupational therapy is, I guess this kind of ties into collaboration is the accommodations modifications and assistive technology that we get to support students and teachers with in many other settings, accommodations, modifications, and assistive technology are often used only if everything else has been tried and failed. In a school setting. And with an IEP process, especially, we are asked to consider accommodations, modifications and assistive technology from the get go. Now, that's not always the case. Sometimes it is more of a, we don't want to look at 80 Until we have tried everything. But I think in the schools were more open to assistive technology sooner than later. And I think this is another slight difference from maybe clinic based occupational therapy. In the schools. Sometimes we will go more toward the accommodations, modifications and assistive technology because we see that maybe those can be more quicker solutions as opposed to supporting a student for multiple months or years to develop a skill. So we might put in place some form of adaptive writing tool, maybe it's typing, maybe it's speech to text, as opposed to focusing on working on a student's handwriting. Now, that doesn't mean we don't focus on that student's fine motor skills for handwriting, it means that we're putting the system in place for the student to succeed. Now, while we work on the fine motor skills, or visual motor skills, or whatever it might be for handwriting so that one day, that student can maybe rely less on the accommodation or the assistive technology, and more on their individual skill set. As occupational therapy practitioners, I think accommodations, modifications, and assistive technology is something that we should actually really lean more into. These three items are actually pretty important on an IEP and asked the IEP team to consider these three areas, accommodations, modifications, and AT on just about every IEP. Now, again, that doesn't necessarily mean that every team addresses it. A lot of things on an IEP often go unaddressed. But I think that we should be the ones to potentially kind of take on this. It's almost a specialty role. And as OTs as OT practitioners, we can absolutely be that specialists, we can specialize in accommodations, we can specialize in modifications, we can bring the we can be the person to come to the IEP table and say, Hey, I think that a tablet with this specific app could just change the student's ability to access their education, there is no definition within a IEP or within IDA about who is or who has the ability to complete an assistive technology evaluation. And an OT can be the one to do that. And I think we absolutely have that ability. Now, if we are talking more about a device specific for communication, then I think it should be more of a team effort with the OT and the speech pathologist. In any case, it should definitely include the teacher as part of that team, because, you know, they're the ones who really understand what the student needs to be able to do in the classroom. But I really think that as OT practitioners, we can take a larger role in the accommodations. And the assistive technology, the modifications get a little muddy, because a lot of times modifications mean, changing the curriculum. And I think that is very much a teacher part, but or teacher aspect. But I think we can have a hand in that we can help the teacher to understand the ability level of the student, and to maybe help the teacher understand what type of modification or how the modification that they're thinking of how that might impact the student's ability. All right, and that leads to my fifth and final reason why I just absolutely love school based occupational therapy. I already teased it a little bit ago in our third area, but it is advocacy. I love that we have the ability to advocate for our students to advocate for our teachers to advocate for ourselves. I think this is just absolutely a part of the job as a school based occupational therapy practitioner. And I also think we need to advocate for ourselves. So starting with advocating for the students, we as occupational therapy practitioners understand the students need varying supports, and we understand that what one student needs another student may not need it, and what one student needs another student may need. So we're able to from a kind of more broad perspective, the outside of the classroom perspective, see if a student needs accommodations, see if a student needs a particular assistive technology device, see if they need maybe additional support from a aid or something like that. And this is where Universal Design for Learning and tiered interventions really comes into play. Because we can help a teacher design a classroom that will be supportive of all the students not 90% of the students. We can help a special education teacher better understand how to design the classroom so that they have you know different size of desks because they have students from kindergarten to third grade. And how you know that one chair this design for a kindergartener won't work for every student, like this is what's so great about collaboration as well as advocacy within school based occupational therapy. Also, as an occupational therapy practitioner, IDEA states that basically anyone can initiate the referral process for a student to receive services. So as an OT practitioner, through the RTI process, we can be one to advocate for a student, when we think maybe they need special education services, we can be that person to go to a teacher and kind of talk to them a little bit about a student and say, Hey, I think maybe we should get the process started for an IEP for Johnny, because I'm seeing this and this and this, that doesn't necessarily mean that you are recommending an OT evaluation, but just that you are seeing more need for that student, moving now more to a systems level and advocating for ourselves as occupational therapy practitioners. I believe that we are not doing enough yet some of us are, I think, but we need to do more to advocate for ourselves both as a occupational therapy team or even as an occupational therapy individual if it's just you within your district or county program. But I think we need to better advocate for our abilities to have caseload or workload gaps, I think we need to better demonstrate to our administrators that there's only so much time in the day, and that we can only see so many students in a day, especially when we have to travel from one school to another school to another school, whether they're 10 minutes away, or an hour away. I know there's some of you out there that spend more time driving in a day than you do actually seen students. And I think we need to better advocate for ourselves in that manner. To be quite honest, I love working with students as a school based OT. But I also love advocating for myself and the occupational therapy team. I love having conversations with administrators and sharing with them, what I do, and what our team does, and what we can do, and how we can make changes to the occupational therapy program, how we can collect more data, not only on our individual student in progress, but also on the OT program itself, so that we can make the OT program better. I love talking to administrators and sharing with them what OT is, because unfortunately, there aren't many occupational therapist and or occupational therapy assistants, at the administrative level for various reasons, some don't want to be there. And some states, we can't be there because we don't have a specific credential. Another reason to advocate for our profession. But I think that as an OT, as an OT team, we need to advocate more. And I think we should really embrace that. Because a lot of people don't understand still in the schools, what we do, even at the administrative level. I mean, how many of us have had a boss that will admit to you, I have no idea what OT does, but you're doing a great job. Like I've heard that way too many times. And I hate it. Like I love that I have this autonomy because no one knows what I do. But I hate that you don't know what I do, and I just get frustrated every time you're supposed to be giving me a program review. And you can't because you don't know what I do. And so I think as OT practitioners, we need to take more initiative on advocating for ourselves. Because when we advocate for ourselves, we are inherently advocating for our students. When we advocate that there's only 25 hours in a school week for us to provide therapy, we are advocating for our students, because now maybe we won't have 30 hours of therapy to fit into 25 hours of actual therapy time available. So again, advocating is something that I think will aid I know, it's something that I actually really love, you can hear it in my voice right now. But I also think is something that we need to do more, because when we advocate for ourselves, again, we are advocating for our students. And going a little bit further on that if we advocate for ourselves to move more into that administrative role. Not only will we have administrators that understand occupational therapy, but we also have occupational therapy practitioners who can provide support and provide knowledge on inclusion and justice inequality and individual rights and more for our students. And we can advocate for those students from another level, we can have a seat at the table when it comes to talking with principals and, you know, other district leaders, we can advocate for the OTs that are working with students every day, we can advocate for the special education teachers who we work with every day. And that is why I'm just so strongly opinionated about the need for OT practitioners to break that glass ceiling and get into administration so that we can support kind of everyone from the top down from a systems level all the way down to the students who provide not just OT services, but all services within a school. All right, and there you have it the five reasons that I love and appreciate school based occupational therapy. Just a quick recap number one was having students not clients. Number two was that we get to see our students in the natural context. Number three is the collaboration and teamwork within school based occupational therapy. Number four was the accommodations modifications and assistive technology that we get to provide. And number five was advocacy. Some of these things you can get outside of school based occupational therapy. Some of these are very different from other occupational therapy settings. And I hope you'll appreciate these as well. And if you're a current school based OT practitioner, then you probably know most of these and you probably even love some of these ideas. If you're not yet a school based occupational therapist, and you're trying to get into that role, I really feel that you will come to learn to love these things. Some of these things are super frustrating, right? Like sometimes it's frustrating that you have to advocate for your administrator to understand what you do. But sometimes the things that frustrate us the most are the things that we are most passionate about. And we have the biggest desire to change and I feel like that is the case for some of these that I mentioned today. So I hope you enjoyed this episode. I hope you enjoyed learning a little bit about why I love school based OT I hope these resonated with you. And I'd love to hear why you love school based occupational therapy. leave a review for this podcast down underneath wherever you're listening or on Apple podcast, I think on Spotify now you can also leave a review, but leave me a review and let me know why do you love school based OT What do you love the OT school health podcast? Perhaps? But most importantly, let me know why you love school based or team. All right, well, that's gonna wrap us up for today. Thank you so much for listening in. I hope you appreciated it and just enjoyed our time together. No guests, just you and I and I will see you next time on the OT schoolhouse podcast.
Amazing Narrator
Thank you for listening to the OT schoolhouse podcast. For more ways to help you and your students succeed right now. Head on over to OT schoolhouse.com Until next time, class is dismissed.
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