Therapy Access in Schools: Balancing Educational Priorities and Student Wellbeing
by Elle Walker
For many neurodivergent young people, therapy is an essential part of growth, helping to develop communication skills, regulate emotions, and navigate the world with confidence. However, schools face increasing challenges in managing therapy access during school hours. While some students benefit from receiving therapy on school grounds, others require appointments off-site. But what happens when accessing therapy during school hours becomes a challenge?
Lately, I’ve noticed more families struggling with restrictions around their child’s access to therapy. Navigating this issue requires an understanding of both the education system’s responsibilities and the vital role therapy plays in student development. From my experience working across school-based and private practice settings, it’s clear a balanced approach is needed, one that respects educational priorities while ensuring students have access to the support they need.
The School’s Perspective: Balancing Responsibilities
Schools have an enormous responsibility, not only to educate students but also to ensure learning environments remain structured and supportive for all. The Department of Education WA states that while therapy can be valuable, schools are not required to accommodate external providers unless the service directly enhances a child’s educational goals.
Principals may limit in-school therapy if:
The service no longer aligns with the child’s learning needs.
Therapy sessions are disrupting other students or school operations.
The provider is unreliable or does not meet service agreements.
There are concerns about the provider’s conduct or quality.
Many schools also face practical challenges, such as limited space for therapy sessions and an increasing number of external providers requesting access. As a result, some schools are revising their policies on therapy during school hours. While these considerations are understandable, therapy access remains a key factor in ensuring equitable education for neurodivergent students. Restrictions that limit or deny necessary support may inadvertently impact a child’s ability to engage in learning on the same basis as their peers.
The Parent and Caregiver’s Perspective: Access to Essential Supports
For many neurodivergent students, therapy is not just an extra layer of support, it is a fundamental component of their ability to access learning. Whether through occupational therapy, speech therapy, psychology, or other allied health services, therapy assists in developing the foundational skills required for success in school.
When access to therapy is restricted, the following challenges often arise:
Limited after-school availability – Many providers already have long waitlists, making out-of-school hours difficult to access.
Increased stress – Juggling school, work, and therapy can be overwhelming for families.
Potential setbacks – Missing therapy due to school restrictions may impact a child’s development, emotional regulation, and well-being.
Some schools have also begun limiting student access to off-site therapy appointments during school hours. While schools may mark these absences as unauthorised, they do not have the legal authority to prevent a parent from taking their child to an appointment unless child protection concerns apply.
Ensuring students receive timely and consistent therapy is critical to their development and long-term success in school and beyond.
Legal and Policy Considerations: Ensuring Equitable Access to Therapy in Schools
Several key policies and legal frameworks emphasise the importance of inclusive education and student wellbeing, highlighting the role of reasonable adjustments and access to support services in schools.
The Disability Discrimination Act (DDA) and Disability Standards for Education (DSE) outline schools' responsibilities to provide equitable access to education for neurodivergent students. Where therapy is identified as a reasonable adjustment, restrictions on access to these supports may raise compliance concerns.
Similarly, the National Autism Strategy aims to improve educational access and inclusion, with a focus on:
Expanding reasonable adjustments within schools.
Reducing barriers to therapy and essential services.
Encouraging collaboration between schools, therapists, and families.
Beyond legal obligations, the Department of Education WA’s Student Behaviour in Public Schools Policy recognises the importance of student wellbeing in fostering positive engagement at school. This policy highlights the role of safe, inclusive, and supportive learning environments and encourages a strengths-based approach to accommodate diverse learning needs.
Ensuring that therapy remains accessible aligns with these broader legislative and policy frameworks designed to support neurodivergent students. Therapy is not only an intervention, it plays a direct role in a student’s ability to engage positively in their education, develop self-regulation, and build essential social and academic skills. When schools, families, and therapy providers work together within these frameworks, students benefit from a more cohesive, well-rounded approach to support and inclusion.
Creating a Collaborative Approach to Therapy in Schools
To ensure students receive the support they need while balancing school operations, a collaborative, solutions-focused approach is recommended. Schools and families can work together to explore options such as:
Clarifying the school’s position: Families can request a written explanation outlining the reasons for therapy restrictions and how they align with the student’s individual learning plan.
Exploring flexible scheduling options: Therapy sessions may be scheduled during recess, lunch, or non-core learning periods to reduce disruptions
Encouraging multidisciplinary collaboration: Schools, therapists, and families should work together to ensure therapy goals are aligned with educational objectives and integrated into the student’s learning experience.
Seeking advocacy support if needed: Families who continue to face barriers may engage with disability advocacy groups or legal professionals to explore their child’s rights. Autism CRC provides resources and guidance for families navigating these challenges.
Moving Forward: A Path to Better Access
Therapy access in schools is not simply a logistical issue, it is a matter of ensuring that neurodivergent students receive the necessary supports to fully participate in their education. Schools, families, and therapy providers must work together to find practical, student-centred solutions that uphold educational priorities while ensuring students receive the assistance they need.
By fostering open communication, collaboration, and flexibility, schools can create a supportive environment where all students, regardless of their individual needs, can thrive.
Further Discussion
Have you encountered challenges with therapy access in schools? What strategies have worked in your experience?
