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Background. Occupational therapists and teachers often collaborate for the benefit of students. Purpose. This work aims to develop a conceptual framework for collaboration between occupational therapists and teachers in a school-based setting. Methods. A multiple method, qualitative methodology was employed. An integrative analysis of findings between a scoping review and interviews of occupational therapists (n = 5), teachers (n = 5), and parents of students receiving school-based occupational therapy (n = 3) was conducted to develop a conceptual model. Findings. The conceptual framework describes the enabling factors and tensions in collaboration while emphasizing the centrality of both trust and co-equal status between collaborating occupational therapists and teachers. Implications. This conceptual framework may be used to better understand collaboration between occupational therapists and teachers and may be used to inform policy on school-based occupational therapy.

Toward a Conceptual Framework for Occupational Therapist-Teacher Collaborations