Universal Strategies to support motor and functional skills in a sample of UK schools

Purpose
Many children start school with delayed motor development and poor functional skills. Evidence indicates that schools should intervene early to support children’s development, benefiting motor and cognitive domains. Many teachers lack the skills to identify and provide appropriate intervention for children at risk.

Method
A feasibility study was conducted in four schools (5-7 year old pupils) in the South of England. These schools assessed the acceptability and practicality of Resources, designed by children’s occupational therapists and specialist teachers to promote motor development within universal provision. Health and well-being practitioners and occupational therapy students facilitated the introduction of the Resources in schools with support provided by the authors over 12 weeks. Interview and focus group data was gathered from 15 teaching staff at weeks 6 and 12 alongside pre and post intervention examples of school work gathered from pupils. Qualitative data was analysed with a view to understanding how teachers accessed and used the Resources in their daily practice.

Findings
At the end of 12 weeks improvements in children’s sitting position, handwriting and lunch time skill were analysed. It was found the resources assisted teachers in making simple adaptations to their practice, enabling the needs of children with poor motor skills to receive early intervention. The engagement of senior leadership staff in this study was found to be vital as was near immediate access to specialist assistance. Further exploration of this approach to address the needs of children with poor motor skills at school entry is warranted.