April 28, 2026 - 235 views
Delays in accessing occupational therapy support in schools are leaving children in Wales struggling with anxiety, falling behind in lessons and missing out on vital life skills, according to new findings from the Royal College of Occupational Therapists.
The concerns have been raised as part of the organisation’s “Right Support, Right Time” campaign, which highlights the growing gap between demand for specialist support and the resources available in schools.
A survey of occupational therapists working with children found overwhelming evidence of the impact delays are having. Nine in ten respondents (90%) said children experience emotional distress or anxiety while waiting for support, while 89% reported reduced participation in classroom learning.
The knock-on effect extends beyond pupils, with 88% of therapists saying parents and carers also suffer increased anxiety, and 81% pointing to added pressure on already stretched teachers and school staff.
The findings come against a backdrop of higher absence rates among children with additional learning needs (ALN) in Wales. In the 2024/25 academic year, absence rates reached 11.1% in primary schools and 17.7% in secondary schools for pupils with ALN—significantly higher than their peers.
Experts say earlier access to occupational therapy could help close that gap by improving inclusion and enabling children to better engage with school life.
Occupational therapists play a key role in helping children develop everyday skills such as handwriting, self-care and emotional regulation. However, shortages in staffing mean many pupils are missing out on this essential support.
More than half (56%) of therapists surveyed said they are unable to provide the level of support children need, while only 39% reported their teams are fully staffed. Nearly nine in ten (89%) identified lack of capacity as a major barrier to effective support.
As a result, some children are struggling with basic but crucial tasks—such as holding a pen, fastening clothes, using cutlery or accessing different areas of their school. Others with sensory needs may be excluded from classroom activities due to unsuitable environments, such as lighting or noise levels.
The report also suggests that earlier intervention could ease pressure on the wider system. Nine in ten therapists believe timely support could reduce the need for Individual Development Plans (IDPs), while 92% say it could lower the number of ALN tribunals.
Paul Smith, Policy and Public Affairs Lead for Wales at the Royal College of Occupational Therapists, said too many children are being left without help that could transform their school experience.
“Every child in Wales deserves a fair chance to learn and achieve, but long waits for occupational therapy are having a serious impact,” he said.
“While waiting, children can become frustrated, anxious and fall behind. Early intervention works best, but our members are telling us they simply don’t have the time or resources to meet demand.”
There are currently around 200 occupational therapists supporting children across nearly 1,500 mainstream schools in Wales—though not all are based directly in schools—highlighting the scale of the shortfall.
The organisation is calling for increased investment in the occupational therapy workforce and a more integrated, whole-school approach. This would see therapists working more closely with teachers and support staff to identify needs early and create more inclusive learning environments.
Campaigners say that without urgent action, children risk facing avoidable challenges that could affect not only their education, but their long-term wellbeing and future employment prospects.
