Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties

Introduction While most children have developed effective handwriting by secondary school age, some difficulties that hamper academic progress. Occupational therapists play a role in assessment and planning support, which may include introducing typing as an alternative. However, there is limited understanding regarding how decisions are made about recommending typing. This study explored the support provided to adolescents with occupational therapists, contextual factors influence their decision-making. Method Semi-structured interviews were conducted 13 analysed using thematic analysis. Findings Although was shared practice underpinned therapy philosophy, also divergent due different approaches. Roles responsibilities, resources, evidence experience influenced therapists’ practice. Understanding adolescent’s motivation, effect of on well-being need for functional method record schoolwork, central decision-making recommend Conclusion Strategies needed address knowledge-practice gap, including evidence-based guidelines. Closer collaboration between staff could increase roles highlight unique contribution. Further research examining whether, when introduce alternative would best