Building post-primary school teachers’ capacity to support student organisational skill difficulties: A collaborative occupational therapy and education intervention

Abstract

Introduction:

The ability to manage time and materials effectively is foundational to post-primary students taking control of their education. For many students, organisational skill difficulties serve as a barrier to academic achievement in the high-stakes environment of post-primary education. This study explored Irish post-primary school teachers’ perspectives of student organisational difficulties and their experiences of engaging in an occupational therapy led teacher professional learning pathway aimed at building capacity to implement the Getting it Together programme.

Method:

An exploratory, descriptive methodology was employed. A group survey design was used, with data collected from the same group of teachers at three timepoints in 2021 to capture evolving perceptions. Convenience sampling recruited 21 post-primary teachers. Data were analysed using descriptive statistics and thematic analysis.

Results:

Four themes emerged: ‘Challenges with Organisational Skills Leads to Frustration and Impacts Student Confidence’, ‘Embedding Organisational strategies into everyday teaching’, ‘Organisational skills in out-of-school contexts’ and ‘Facilitators and Barriers to implementing GIT’. These reflected teachers’ perspectives of students’ organisational skills and their experiences of engaging in an occupational therapy led teacher professional learning pathway.

Conclusion:

This study provides insights into how school-based occupational therapy can build educators’ capacity to implement evidence-informed strategies to support students’ organisation.

Keywords

Occupational therapy organisational skills school collaborative practice teachers organisational skills training

Introduction

Organisational skills play a critical role in students’ academic success. Definitions of these skills vary across the literature, however, there is a shared understanding that organisational skills in the school context include multiple elements, such as managing and storing school supplies, homework and equipment (material organisation), as well as organising tasks, meeting deadlines and being on time for class (temporal organisation) (Abikoff et al., 2013; Fogel et al., 2020; Langberg et al., 2011; White et al., 2021). The ability to manage time and materials effectively is foundational to students taking control of their academic learning (Anderson et al., 2008; Fu et al., 2025). Difficulties with organisational skills not only contribute to students’ academic underperformance (Cole et al., 2024; Kent et al., 2011) but often result in adverse psychosocial and well-being outcomes (Bikic et al., 2017; Langberg et al., 2011; O’Dea et al., 2021). From an education and health perspective, students need access to appropriate interventions and supports to prevent the potential for negative academic, health and social outcomes related to organisational skill difficulties (Anderson et al., 2008; Demetriou et al., 2018; Skogli et al., 2022).

Empirical research exploring the effectiveness of organisational skill interventions for children and youth, have predominately focused on youth with attention deficit hyperactivity disorder (ADHD; Bikic et al., 2017; Nissley-Tsiopinis et al., 2024). Research focusing on the implementation of organisational skills supports and interventions by teachers in the school environment is limited. A meta-analysis exploring the impact of Organisational Skills Training (OST) for children with ADHD found that interventions with extensive teacher components and high intensity of sessions (n = 20) showed a significant effect size change as rated by teachers and parents (Bikic et al., 2017). Britton-Rumohr and Lannie (2022) suggest that OST designed for students with ADHD in one-to-one settings could be successfully adapted and implemented with whole classes of general primary school students to improve materials management. Their findings provide guidance for the design of future research on school-based organisational skill interventions. They propose that organisational skill interventions should be implemented by teachers, as opposed to a researcher, and that teachers should be provided with adequate training and coaching to support identification of students who would benefit from a tiered intervention approach (Britton-Rumohr and Lannie, 2022).

Growing evidence highlights the need for therapy interventions to be undertaken in the natural context and focused on tasks relevant to classroom participation (Archibald, 2017; Association of Occupational Therapists of Ireland, 2024; Cahill and Beisbeir, 2020; Maciver et al., 2019; World Federation of Occupational Therapists, 2016). Over the last decade, many researchers and organisations (including Bazyk, 2011; Fitzgerald and MacCobb, 2022; Hutton et al., 2016; McKean et al., 2017; Missiuna et al., 2012; National Council for Special Education, 2024) have written extensively on the benefits of therapists working collaboratively with educational contexts. School-based support services, including occupational therapy, play a key role in promoting inclusive education and support that facilitate the participation of all learners. Ongoing, interdisciplinary working supports teachers in building capacity to recognise challenges that students may have with participation so that evidence-based strategies can be embedded in the classroom environment and educational curriculum in a timely way (Campbell et al., 2023; O’Donnell et al., 2023).

Building teacher capacity is more than just a process, it’s a strategic approach to empowering teachers with the tools they need to support the creation of inclusive learning environments for all learners (Putra et al., 2024). Coaching is a central component of effective teacher capacity building (Joyce and Showers, 2002). Several researchers highlight the powerful role of coaching in supporting occupational therapists in determining what teachers already know and building solutions through collaborative problem-solving, modelling of strategies and supporting their application (Hui et al., 2016; Hutton et al., 2016; Missiuna et al., 2012). Through the provision of implementation supports, therapists can help build supportive professional learning communities that provide teachers with peer-to-peer support, and opportunities to share knowledge, experiences and best practices (Campbell et al., 2023; Putra et al., 2024).

Despite the growing evidence for a collaborative capacity-building model of school-based intervention involving teachers and occupational therapy (Bazyk, 2011; Campbell et al., 2023; Fitzgerald and MacCobb, 2022), there is limited research about the design and implementation of teacher-led organisational skills interventions that support diverse post-primary student populations struggling with organisational skills.

This study aims to address the research gap and explore how school-based occupational therapy services can support the capacity building of post-primary school teachers to implement an organisational skills intervention, the Getting it Together (GIT) programme (National Council for Special Education, 2018), within the educational curriculum.

Method

Study design

As Stanley (2015) described, an exploratory, descriptive methodology was used in this study to provide a vehicle for the voices of those experiencing the phenomena of interest. This study aimed to explore Irish post-primary school teachers’ perspectives of student organisational difficulties and their experiences of engaging in an occupational therapy led teacher professional learning pathway, which aimed to build their capacity to implement the GIT organisational skills programme to support students. A group survey design was employed where data were collected at three timepoints in the training timeline in 2021 to capture evolving perceptions over time. This study received ethical approval in 2020 from the Faculty of Education and Health Sciences Research Ethics Committee, University of Limerick, Ireland, Ethics Approval Number: 2020_08_03_EHS (ER).

Sampling and participants

A convenience sample of 21 post-primary school teachers participated in this study. Participants were teachers who expressed interest in participating in organisational skills training with the NCSE. Recruited participants received an email detailing the research project and an attachment with the participant information leaflet. Teachers were informed that it was possible to participate in the intervention without being part of the study.

Inclusion criteria

Post-primary school teacher currently working in an Irish school.

Capacity to attend all GIT workshops and community of practice meetings.

Time available in their timetable to implement the programme.

Teachers who had already completed the GIT training in previous academic years were excluded from this study. There was capacity for 30–35 teachers to attend the organisational skills Teacher Professional Learning seminar. This was to allow for an effective seminar that facilitates sufficient time for reflection, coaching, peer learning and implementation planning and support. This is informed by effective adult learning principles.

Survey tool

The authors developed three online surveys to collect data at three key points in the training timeline during this study (see Figure 1). Qualtrics, a password-protected, web-based platform, was used to gather survey data. Each survey started with consent-related questions. The survey did not collect personal or identifiable data from participants. The surveys included:

Teacher survey 1: Teachers completed this survey prior to engaging in the training workshops. This included four open-ended questions. This survey explored (a) teachers’ perceptions of the organisational skill difficulties students experience, (b) teachers’ current approaches to supporting these difficulties, (c) teachers expected outcomes from the GIT training and (d) teachers’ previous experience of online learning.

Teacher survey 2: Teachers completed this survey following completion of the online training workshops. This survey consisted of four multiple-choice and six rating scale questions that gathered descriptive data on participants’ experiences of attending the online training workshops. It also included open-ended questions for further comments or suggestions. Some quantitative data were collected as a requirement of our organisation’s quality standards.

Teacher survey 3: Teachers completed this survey following participation in all training workshops and community of practice meetings. This survey consisted of two multiple-choice questions, two rating questions and eight open-ended questions, which explored teachers’ views and perceptions of the teacher professional learning pathway, the GIT programme and their experience of using it.

Figure 1.

Outline of the intervention: an organisational skills teacher professional learning pathway.

Intervention

The study intervention involved three online training workshops (1.5 hours per workshop) and two online community of practice meetings (1.5 hours per meeting). An occupational therapist and NCSE educational advisor facilitated all elements of the intervention. Teachers received a training pack in advance of the training workshops. The content covered in the first three online training workshops included:

The impact of organisational skill difficulties on student learning and well-being.

Factors that contribute to students’ organisational skill difficulties.

The role of the everyday classroom environment and routine in supporting student organisation.

Whole school and whole class strategies to support student organisation.

An overview of the GIT programme – foundational content and structure.

Opportunities to experience the GIT programme materials and activities.

Factors to consider when adapting GIT programme materials in response to students’ and schools’ needs.

Implementing the GIT programme to support students across the continuum of support (i.e. universal, targeted and individualised support).

Following participation in the three online training workshops, participants were then invited to attend two community of practice meetings. These meetings provided follow-on support and coaching for teachers and aimed to promote peer learning, reflection and collaborative problem-solving regarding GIT programme implementation. The first meeting took place 2 weeks after the initial GIT training workshops (before the end of the school year), and the second meeting took place at the start of the new school year (~4 weeks after school resumed).

The GIT programme

The GIT programme was developed by occupational therapists working with the NCSE ‘Occupational Therapy Support Service for Schools Project’ based at the University of Limerick, Ireland. The NCSE is an agency of the Department of Education that advises on and supports the inclusion of students. These NCSE Occupational Therapists work with school communities, through a multi-tiered model of support, to create more inclusive learning environments that better meet the needs of all students. GIT was collaboratively developed with an NCSE educational advisor (specialist teacher) and refined through a process of trialling and adapting the intervention. The GIT programme consists of 10 structured lesson plans that aim to enhance students’ understanding of organisational skills needed for school, develop students’ organisational abilities and increase their use of organisational strategies that will support their participation in school (Table 1).

Table 1.

Getting It Together lesson plans.

Lesson name	Lesson content
1. What It Means to Be Organised	Introduces the concept of organisation and explores what it means ‘to be organised’.
2. School Mapping	Students familiarise themselves with the layout of the school building.
3. The Importance of Sleep	Students explore factors that impact sleep and consider the relationship between sleep and their ability to be organised for school.
4. Managing My Morning	Students plan how they will manage their time during their morning routine in order to be organised for school.
5. School Uniform	Students explore strategies to help them to prepare and wear the correct elements of their school uniform.
6. Fueling My Brain	Students explore the impact of breakfast on their organisation and readiness for learning and identify healthy breakfast options.
7. Colour Coding	Students implement a colour coding system to support the organisation of books and materials for class.
8. Packing My Bag	Students develop and practice using visual checklists to support their management of school materials.
9. My School Journal	Students learn how to use and organise their school journals effectively.
10. Organising My Locker	Students learn how to use and organise their school lockers effectively.

Data collection

Data were collected at three key points: Teacher Survey 1 (this survey took approximately 5 minutes to complete), Teacher Survey 2 (this survey was distributed to participants after their engagement in the GIT training workshops and took approximately 5 minutes to complete) and Teacher Survey 3 (participants completed this survey following their participation in the full organisational skills teacher professional learning pathway and this survey took approximately 15 minutes to complete). Each online survey began with four questions related to consent and the use of the data in this study. By answering yes to each of these questions, teachers consented to participate in the study, therefore, written informed consent was obtained.

Data analysis

All survey data were exported to QSR software NVivo 12 (Lumivero) to support thematic analysis. Braun and Clarke’s (2006) approach to thematic analysis was used to identify patterns of meaning across the data. Respondents had to answer at least one qualitative question for the survey data to be included in the thematic analysis.

In line with Braun and Clarke’s approach, the first and second authors, S.O’D. and Á.O’D., familiarised themselves with the data, whilst being mindful of how their experiences and perspectives may influence how they read it. The authors proceeded to independently identify items of interest and generate initial codes within the data, remaining focused on the overall aim of the study to explore post-primary school teachers’ perspectives of student organisational difficulties and their experiences of engaging in an occupational therapy led teacher professional learning pathway, which aimed to build their capacity to implement the GIT programme to support students. Codes were compared across the data sets to identify patterns of similarity and difference, as suggested by Braun and Clarke (2006). Regular meetings allowed the authors to discuss and refine the codes generated and examine the relationship between and across the codes. The codes were grouped into categories, and provisional theme names were developed. The results section details the interpretation of the data and key quotations to represent the participants’ views. Occasionally, the findings section indicates the number of participants (e.g. 9/13) who raised a point to provide contextual weight to the themes, however, these figures are not intended as statistical analysis but as a descriptive indication of representation. Descriptive statistics were used to describe teacher responses to the multiple-choice questions and rating questions used within the surveys, for example, demographic information (e.g. gender and teacher type) was analysed using descriptive statistics.

Throughout the analysis, the authors engaged in reflexive discussions of study aims, survey design and their interpretation and understanding of the data, challenging how their previous experiences of school-based practice influenced the analysis process.

Results

Twenty-one post-primary school teachers participated in this study, which examined teachers’ perceptions of student organisational difficulties and their experiences of implementing GIT following participation in an organisational skills teacher professional learning pathway (Table 2).

Table 2.

Survey response rates.

Teacher survey	Number of returned teacher surveys	Response rate (%)
1. Survey 1	13	61.9
2. Survey 2	20	95.24
3. Survey 3	17	80.95

Participant demographics and practice characteristics

Demographic results were available for 20/21 participant teachers who completed Survey 2. Seventeen teachers identified as women (85%), and three as men (15%). Most of the sample identified as special education teachers (n = 11), followed by a smaller proportion of special education coordinators (n = 5), class teachers (n = 2) and others (n = 2).

Themes

Four major themes emerged: ‘Challenges with Organisational Skills Leads to Frustration and Impacts Student Confidence’, ‘Embedding Organisational strategies into everyday teaching’, ‘Organisational skills in out of school contexts’ and ‘Facilitators and Barriers to implementing GIT’. These themes reflected the teachers’ perspectives of student organisational skill abilities and difficulties and their experiences of implementing GIT following participation in an organisational skills teacher professional learning pathway. Teachers’ awareness about organisational skills and supports was integrated within each of the themes. Each theme is described below, followed by quotes reflecting teachers’ perspectives.

Theme 1 – Challenges with organisational skills leads to frustration and impacts student confidence

In this theme, teachers acknowledged the negative impact of organisational skill difficulties on students’ well-being and ability to participate in school. Teachers recognised the need to support students’ organisational abilities from the outset of their post-primary school experience as this would influence their ability to manage the organisational demands of post-primary school life.

All teachers who completed Survey 1 (13/13) recognised the impact of organisational difficulties on students’ emotional well-being, motivation for learning, access to the curriculum, inclusion and engagement in school life. They gave examples of the challenges students experience with the material and temporal organisation and the impact on their ability to participate in daily school occupations. Material challenges included ‘difficulty organising and bringing books to each class’, ‘organising their bag’, ‘using the journal’ or ‘not having a journal with them’ and ‘struggles with lockers’. In contrast, temporal challenges included ‘following a timetable’, ‘difficulty organising their time at home for homework’, ‘forgetting about upcoming tests or deadlines’ and ‘being late for school and not having time to eat breakfast in the morning’. As described by this teacher:

Students with academic or diagnosed educational needs often lack basic organisational skills, which further hinders them from progressing and adds to their frustration and lack of motivation to engage with learning. (Survey 1: Participant 8)

Most teachers (9/13) expressed a need to develop their knowledge and skills around organisational supports and strategies to help students cope with the transition to post-primary education. As described by this teacher,

I want ideas to help students to organise themselves and to settle in. I want to help students become independent and responsible for their resources and learning suitable to their ability. (Survey1: Participant 5)

In addition, teachers identified the need for a structured organisational skills programme to support all first-year post-primary students, which they could embed within the schools’ wellbeing curriculum (Survey 1 (3/13) and Survey 3 (5/20). These participants felt that a whole school approach was essential to support all students’ organisational skill development and independence.

Theme 2 – Embedding organisational strategies into everyday teaching

Central to this theme was that teachers incorporated an array of new teaching and environmental strategies into their everyday classroom following engagement in the organisational skills teacher professional learning pathway. Teachers recognised the need to adapt the classroom environment, tailor their teaching approach and the strategy to students’ needs.

Adapting the classroom environment by changing the teaching schedule to accommodate designated time for student organisation was necessary (n = 4). Teachers describe ‘scheduling 2 minutes at the start of the lesson to support students to get ready for class or providing additional time for taking notes and recording homework’, as well as ‘allocating time at the end of the lesson to help students prepare for the transition to the next class’ (Survey 3: Participant 14).

A prominent feature within the data highlighted a change or adaptation of teaching practice and the need to tailor the support for students following engagement in the GIT teacher capacity-building process. All teachers (n = 17) gave examples highlighting a need to understand why students were experiencing organisational difficulties and what support would be most appropriate. As described by this participant:

I check in with students at breaks and mornings to re-emphasise organisation to find the root of the problem, rather than jump and give out about poor organisation. (Survey 3: Participant 5)

Teachers described adapting their teaching style to enhance students’ use of organisational strategies, as outlined by one teacher ‘I allow students time to digest, understand and ask questions’ (Survey 3: Participant 3). In addition, teachers used demonstrations, visual prompts, written reminders and additional processing time to enable students to access important information they needed to be organised for school, for example, ‘show them how and where to highlight and why, instead of saying highlight the key words’. Some teachers described how they ‘now write a list on the board of materials they need out’ and ‘message them on teams the night before if they need the textbook or not’.

Teachers provided insight into how they tailored strategies to meet students’ needs. More than a third of teachers (n = 6) described various strategies they adopted after the training to support student organisation of homework tasks specifically. The data showed that teachers placed a greater emphasis on showing students how to record homework correctly, how to use a calendar to manage time spent on homework tasks and how to submit work on time. One participant reported placing ‘more emphasis on making sure homework is recorded properly and giving them a strategy for making sure it is all done’ (Survey 3: Participant 15).

Almost two-thirds of teachers (n = 11) identified colour coding strategies as helpful in supporting students to manage their belongings and navigate their school day. Teachers describe applying a colour-coding system to books, school maps, timetables and the school building. As outlined by one teacher: ‘Colour coding was probably most helpful as they were floundering with no lockers and the additional requirements that secondary school brings’ (Survey 3: Participant 2).

Theme 3 – Organisational skills in out of school contexts

This theme captures teacher perspectives that there is a need to support students to recognise their lived experiences of time use and how it affects their organisational skills. Lesson 1 of the GIT programme involved videos of an Irish post-primary student, Seamus, demonstrating what an organised and unorganised school day may look like for a student (at home and school). Teachers (n = 6) noted that students related to these video scenarios. It prompted discussions about their organisational strengths and challenges at home and school.

Some students were unaware of what it meant to be organised or what the word even meant. I was in awe of the absolute honesty of how students identified with Seamus. (Survey 3: Participant 13)

Many teachers (10/17) identified the importance of helping students to develop healthy routines around diet and sleep to support them in being organised for school. Teachers described how the two GIT lessons, which focused on sleep (The Importance of Sleep) and nutrition (Fueling the Brain) were an important part of the GIT programme. Teachers described how these lessons supported the link between students’ ability to self-regulate (emotions, energy and concentration) and achieve a state of readiness for school. One teacher reported: ‘sleep was really important for one particular group as lateness and stress from disorganisation due to late-night gaming was a major issue’ (Survey 3: Participant 2).

Teachers recognised the potential emotional well-being benefits of enhancing the students’ organisation skills for life outside school. As highlighted by this teacher ‘skills and strategies to get organised in school could build their skills for outside school (Survey 1: Participant 3).

Theme 4 – Facilitators and barriers to implementing GIT

Teachers identified a variety of environmental factors which supported and challenged their ability to implement the GIT programme in their school. Teachers detail how they adapted the content delivery, timing and implementation of the GIT programme in line with environmental factors and in response to student needs.

Firstly, teachers reported that access to the GIT programme manual and materials effectively supported them in implementing the intervention. The structured teaching manual and collaborative shared learning opportunities with colleagues enhanced their capacity to deliver the programme. As highlighted by this teacher:

It was great to hear how other schools are adapting and implementing this programme so that we can all use different ideas and try different things. (Survey 3: Participant 10)

Teachers described several environmental factors that impacted their ability to implement the programme. These included the school timetable/being allocated sufficient time to implement the programme (n = 4), student attendance (n = 4) and support from staff and school management (n = 4; factors considered essential to the embedding of inclusive practices in school). In relation to attendance, a teacher described how student attendance and personal confidence levels influenced her ability to implement the GIT programme ‘Attendance in our small group, and it was my first time doing it so I’m sure I’ll be more confident next time’. However, this participant noted that teacher support enhanced her capacity to implement the programme by ‘having two of us in school running it’ (Survey 3: Participant 14).

The GIT intervention was delivered when COVID-19 protocols were in place in school environments. Teachers (n = 10) described how changes to the school environment and routine due to COVID-19 had challenged their ability to implement the GIT programme. Teachers provided details on the strategies and programme content they could not deliver due to the COVID-19 protocols in their schools. As described by one teacher: ‘Had to leave out some sessions as changes in school routine due to Covid-19, e.g. staying in a base room and no locker, but this may not be the case next year’ (Survey 3: Participant 9).

Data revealed that the GIT programme was individualised to the school context and implemented across a continuum of support. Seven teachers implemented the programme one-to-one (tier 3 intensive individualised support for few), 14 teachers implemented it with small groups (tier 2 targeted support for some) and 13 teachers implemented the programme at a whole class level (tier 1 universal support for all). In addition, some teachers reported simultaneously implementing the programme across multiple tiers of support.

The GIT programme allowed teachers to adapt the teaching materials, strategies and timings in response to the priority needs of their students and to maximise accessibility of the content for all students. As described by this teacher: ‘I taught to the group level and expanded on the material in a more simplistic way for some students’ (Survey 3: Participant 6). Teachers were sensitive to students’ circumstances, and more than half of teachers (n = 10) described how they differentiated the programme content. They described adapting the delivery of lesson content and timings of sessions to make them accessible for students with additional educational needs, tailoring the programme for older students and increasing the level of academic challenge for others.

Discussion and implications

Adolescence is a crucial developmental period, during which young people grow more autonomous. The skills and abilities developed in this stage of life have a lifelong impact on their mental health and well-being (World Health Organization, 2018). In line with existing literature, the thematic finding ‘challenges with organisational skills leads to frustration and impacts student confidence’ recognised that impact for students who experience difficulties organising their time and their belongings within the school environment (Abikoff et al., 2013; Fogel et al., 2020; Langberg et al., 2011; White et al., 2021). The results indicate that teachers recognise the negative impact of these organisational skill difficulties on students’ ability to participate effectively at school and the consequential impact on well-being. This finding is consistent with previous literature that young people with executive functioning/organisational skill difficulties experience adverse academic and psycho-social outcomes (Bikic et al., 2017; Demetriou et al., 2018; Langberg et al., 2011). This is important in light of current research indicating notable increases in anxiety and depression among adolescents in Ireland (Dooley et al., 2019). Consistent with Britton-Rumohr and Lannie (2022), teachers recognised the need for a universal whole-class approach to support student organisational skills. Teachers suggested that the facilitation of the organisational skills intervention within the well-being curriculum at the outset of students’ post-primary school experience would enhance the ability of all students to manage the organisational demands of post-primary school life.

Research studies demonstrate that teacher self-efficacy shapes teacher practice and ultimately influences student outcomes (Gage et al., 2017; OECD, 2009). Teachers are under increased pressure to cater to students’ diverse learning needs in their classrooms and require support and training to help manage the challenges of inclusion (Jardinez and Natividad, 2024; King, 2019; Leonard and Smyth, 2020; O’Gorman and Drudy, 2010). In line with international studies, the findings in this study demonstrate the value of adopting a capacity-building approach within school-based occupational therapy and working collaboratively with educators to implement interventions and embed supports within everyday classroom practices (Hui et al., 2016; Hutton, 2009; Ianni et al., 2025; Jeremy et al., 2024; Lynch et al., 2020; Missiuna et al., 2012; World Federation of Occupational Therapists, 2016).

Teachers who participated in the organisational skills teacher capacity building pathway reported increased capacity to support students with organisational difficulties in their classroom. Analysis of teacher responses shows that the teacher professional learning pathway not only resulted in teachers implementing the intervention with students but also influenced teachers’ daily teaching practice. Teachers’ comments demonstrated a greater understanding of the needs of students presenting with organisational difficulties and an enhanced ability to apply appropriate strategies to remove barriers within and to learning for these students. Teachers’ perspectives align with recent findings that psychosocial and environmental factors influence children’s school participation (Maciver et al., 2019). The study finding acknowledges the importance of teachers considering how things are done on the student’s expected performance within the school. Teachers’ perspectives and experience recognise that to increase student participation in learning, contextual elements of the classroom must also be a focus for intervention. The theme ‘Embedding Organisational strategies into everyday teaching’ reflects how teachers tailored the contextual factors of their classroom to support student organisation and participation, established supportive classroom routines, adjusted information sharing in line with students’ needs and provided tailored supports to meet individual students’ needs. Mirroring Maciver et al. (2019), findings highlight the contextual influence of the school as an essential factor affecting school participation outcomes for children with identified needs. This study extends the current literature on the importance of building teachers’ capacity to implement teacher-led interventions to achieve positive outcomes for students with organisational difficulties (Fitzgerald and MacCobb, 2022; Missiuna et al., 2012).

Implementation involves planned, intentional activities that aim to turn evidence and ideas into practices that work for real people in the real world (Centre for Effective Services, 2022). Implementation literature recognises quality training and ongoing coaching as crucial to building capacity and achieving desired outcomes (Centre for Effective Services, 2022). Coaching models have been used successfully to bridge the gap between teacher professional development and enhanced student outcomes (Hui et al., 2016; King, 2016; Kretlow et al., 2012; Stormont et al., 2015). This study extends existing literature to support the use of coaching to build teachers’ capacity to apply evidence-informed strategies in the classroom. Consistent with previous literature, coaching within the organisational skills teacher capacity-building pathway enabled teachers to take agency and individualise the application of their learning according to the needs of their students and their school (Garbacz et al., 2015; Reinke et al., 2014). The capacity-building approach was in line with the Irish Framework for Teachers’ Learning standard, which states that ‘teachers’ learning should be linked to teachers’ needs, students’ needs and school needs and differentiated to suit the culture and context of teachers’ work’ (The Teaching Council, 2016: 7). Teachers describe how they adapted programme content, lesson timings and implementation methods (i.e. whole class, small group or one-to-one) according to the student’s needs and the school environment’s contextual factors. This ability to individualise according to the specific context is documented in the literature as important for the sustainability and generalisation of new learning (Garbacz et al., 2015; Reinke et al., 2014).

This study has significant implications for occupational therapy, particularly in relation to supporting students with organisational difficulties in school. It highlights the importance of collaboration between occupational therapists and teachers to build the capacity of teachers to confidently implement organisational strategies. The results of this study suggest that occupational therapy provision of teacher training, along with follow-up support and coaching, can assist teachers in not only implementing organisational skills interventions but also adapting strategies to address contextual issues, thus providing a supportive and inclusive learning environment. This study also contributes to the current state of knowledge by demonstrating the value of the organisational skills professional learning pathway in enhancing teachers’ knowledge of organisational skill challenges experienced by students and in enhancing their ability to support students. Overall, this study enriches the field of school-based occupational therapy as it provides insights into how the profession can enhance outcomes for students experiencing organisational challenges.

Limitations and recommendations for future research

First, the sample size of post-primary school teachers involved in this study was relatively small, thus impacting the generalisability of the results. Furthermore, there is a potential risk of sampling bias, as the sample consisted of teachers who volunteered to participate in the GIT Programme, which may suggest a higher level of interest in the programme and its outcomes, potentially affecting the generalisability of the findings to the wider population of teachers. Due to time constraints, pilot testing of the surveys was not conducted prior to the study. However, the questions were developed based on current literature and expert input to ensure their relevance to the research aims. Due to COVID-19, this study solely used online surveys to capture teacher perspectives. Future research involving teacher interviews over an expanded period would provide opportunities to capture deeper information regarding the topic. In addition, future studies should include students’ views of challenges and their experiences participating in the programme.

Conclusion

This study examined Irish post-primary school teachers’ perspectives of student organisational difficulties and their experiences of engaging in an occupational therapy led teacher professional learning pathway, which aimed to build their capacity to implement the GIT organisational skills programme to support students. The findings indicate that the provision of teacher training, follow-on support, and coaching can help teachers implement and individualise organisational skill interventions and strategies to support students presenting with organisational difficulties at school. In addition, the study demonstrated that school-based occupational therapy could contribute to the capacity building of educators to create a more supportive learning environment for students struggling with organisational difficulties.

Key findings

The findings indicate that this Teacher Professional Learning pathway can enhance teachers’ knowledge of organisational difficulties and assist them in implementing tailored strategies.

Teacher training, follow-on support and coaching were critical for successfully implementing the tailored strategies.

What the study has added

This study demonstrates the impact occupational therapy can have on the capacity of teachers to implement organisational strategies in school contexts, thereby helping create a supportive and inclusive learning environment.

Footnotes

Acknowledgements

The ‘Getting It Together’ programme was developed by Senior Occupational Therapists working with the National Council for Special Education ‘Occupational Therapy Support Service for Schools Project’ based at the University of Limerick.

Authors’ Note

The following authors have moved to new institutions since completing this research: Shóna O’Donnell – Occupational Therapy Manager, National Council for Special Education; Áine O’Dea – Consultant Occupational Therapist, Ireland; and Deirdre O’Connor – Occupational Therapist, National Council for Special Education.

Research ethics

Ethical approval was obtained in 2020 from the Faculty of Education and Health Sciences Research Ethics Committee, University of Limerick, Ethics Approval Number: 2020_08_03_EHS (ER).

Consent

Written informed consent was obtained from all participants.

Patient and public involvement data

During the development, progress and reporting of the submitted research, Patient and Public Involvement in the research was not included at any stage of the research.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The ‘Occupational Therapy Support Service for Schools Project’ based at the University of Limerick is funded by the National Council for Special Education.

Contributorship

S.O’D., A.O’D. and J.P. researched literature and conceived the study. S.O’D., A.O’D. and J.P. were involved in protocol development, gaining ethical approval, participant recruitment and data analysis. All authors wrote the first draft of the manuscript. All authors reviewed and edited the manuscript and approved the final version of the manuscript.

ORCID iDs

Deirdre O’Connor

Judith Pettigrew

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