Direct Support to Schools

At Go Beyond Therapy, we work directly with schools to support students to participate more confidently in their learning environment. Our school-based support is designed to be practical, collaborative and focused on the everyday skills children need to engage in school life.

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Disability Inclusion Profile (DIP)

We provide support for students accessing or applying for Disability Inclusion Profile funding.

This may include:

Functional observations within the classroom and school environment
Input into a student’s strengths, needs and support requirements
Recommendations for reasonable adjustments
Collaboration with teachers, wellbeing staff and families
Reports or written summaries to support the Disability Inclusion process

Our focus is on helping schools clearly understand how a student’s disability or developmental needs impact their participation at school, and what practical supports may assist them.

Record of Specialist Involvement (ROSI)

We can assist with ROSI-related occupational therapy input, including observations, recommendations and documentation where appropriate.

This may involve looking at how a student manages across different parts of the school day, including classroom participation, transitions, self-care, regulation, attention, motor skills and social participation.

Student Observations and Recommendations

Sometimes, schools and families need a clear picture of what is happening for a student in the school environment.

We can complete school-based observations and provide practical recommendations around:

Classroom engagement
Attention and concentration
Sensory processing
Fine motor skills
Handwriting and written output
Self-care skills at school
Transitions and routines
Emotional regulation
Participation in group learning
Playground and social participation

Recommendations are designed to be realistic for teachers and support staff to implement.

Sensory Processing

Sensory processing differences can affect how a student manages noise, movement, touch, transitions, busy classrooms, playgrounds and learning demands.

We can help schools understand a student’s sensory needs and develop practical strategies such as:

Sensory regulation supports

Classroom adjustments

Movement breaks

Environmental modifications

Transition supports

Calming strategies

Proactive regulation plans

The goal is not to remove all challenges, but to help students feel more regulated and ready to participate.

Fine Motor and Handwriting Support

Fine motor difficulties can impact a student’s ability to keep up with classroom tasks, complete written work and manage everyday tools.

We can support students with:

Pencil grip and pencil control

Handwriting development

Cutting skills

Using rulers, scissors and classroom tools

Written output and fatigue

Alternative ways to demonstrate learning

Strength, coordination and hand skills

Handwriting assessments

Support may include direct therapy, teacher strategies, classroom modifications or recommendations for assistive technology.

Concentration and Focus

Many students experience difficulty staying focused, following instructions, starting tasks, completing work or managing independent learning.

We can support schools to understand what may be contributing to these difficulties, including executive functioning, sensory needs, regulation, motivation, task demands or environmental factors.

Strategies may include:

Visual supports

Task breakdowns

Movement and regulation breaks

Environmental adjustments

Seating and classroom setup recommendations

Support for transitions between tasks

Strategies to increase independence and task completion

Emotional Regulation

We help schools understand what may be contributing to a student’s regulation difficulties and develop practical strategies to support them throughout the day.

Strategies may include:

Identifying triggers and early signs of dysregulation

Building emotional literacy

Developing calming and grounding strategies

Creating predictable routines

Using visual supports

Supporting transitions between activities

Developing proactive regulation plans

Supporting students to return to learning after becoming dysregulated

Helping staff respond consistently and confidently

The goal is to support students to feel more regulated, safe and ready to participate in learning and school life.

Self-Care Skills at School

Many students need support with everyday school-based self-care tasks. These skills can have a big impact on confidence, independence and participation.

We can support students with:

Toileting routines

Managing clothing, shoes, buttons and zips

Opening lunchboxes and food packaging

Eating and mealtime independence

Packing and unpacking school bags

Managing personal belongings

Developing independence within daily school routines

Executive Functioning

We can help schools understand what may be contributing to these difficulties and develop practical strategies to support student independence and participation.

Strategies may include:

Breaking tasks into smaller, manageable steps

Using visual schedules and checklists

Supporting task initiation

Developing routines for packing, organising and transitioning

Building independence with classroom expectations

Supporting students to follow multi-step instructions

Helping students manage time and workload

Creating environmental adjustments to reduce overwhelm

Supporting flexible thinking and problem-solving

Developing practical strategies for completing work

The goal is to help students build the systems and supports they need to participate more confidently and independently at school.

School Readiness and Transitions

Big transitions can be exciting, but they can also be overwhelming for many children and families. Starting school, moving into a new year level, changing schools or preparing for secondary school can all bring new expectations, routines, environments and social demands.

Go Beyond Therapy can support students, families and school teams during these key transition points by identifying what may help the student feel more prepared and confident.

This may include support with school routines, classroom expectations, self-care skills, emotional regulation, separation from parents or carers, managing new environments, understanding playground expectations, and building independence across the school day.

We can also work with families and schools to develop practical transition supports such as visual schedules, social stories, school visits, environmental recommendations, regulation strategies and clear communication between home and school.

The focus is on making transitions feel less overwhelming and helping students move into their next stage with the right supports around them.

Flexible Support Options

Support can be provided in different ways depending on the needs of the student or school.

This may include:

Individual student observations
Direct therapy sessions at school
Classroom-based support
Small group programs
Teacher consultations
Staff training sessions
Written recommendations or reports
Support for Disability Inclusion Profile meetings
Ongoing school consultation

We can chat about what structure will work best for your school.

A Collaborative Approach

We believe the best outcomes happen when everyone around the child is working together.

Our school support may involve collaboration with:

Classroom teachers
Education support staff
Inclusion leaders
Wellbeing teams
Families
External therapists
Support coordinators
NDIS teams, where relevant

We aim to provide recommendations that make sense for the child, the classroom and the broader school environment.

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If your school is looking for occupational therapy support, training or consultation, we would love to hear from you.

We can work with you to understand your school’s needs and discuss the best way Go Beyond Therapy can support your students and staff.

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