From Evidence to Educational Impact: Knowledge Translation and Evidence-Based Decision Making in School-Based Occupational Therapy

Occupational therapy practitioners in school settings are expected to deliver evidence-informed, educationally relevant, and outcomes-driven services. Yet many practitioners face significant challenges in accessing, interpreting, synthesizing, and translating scientific evidence into the realities of complex educational environments. These challenges may contribute to inconsistent intervention practices, difficulty articulating occupational therapy’s distinct value, reduced service effectiveness, and missed opportunities to influence student outcomes and systems-level decision making. This one-day ESOT professional learning institute is designed to help practitioners strengthen evidence-based decision making and knowledge translation skills within school-based occupational therapy practice. Grounded in current evidence, reflective practice, implementation science, and the Quality Indicators for Effective School-Based Occupational Therapy Practice, participants will learn practical strategies for bridging the gap between research and everyday practice. Through interactive learning activities, case discussions, guided appraisal exercises, and collaborative problem solving, participants will explore how to: Develop answerable practice questions Efficiently search for and access scientific literature Critically appraise research quality and applicability Translate evidence into educationally relevant interventions Use data to guide decision making and monitor outcomes Strengthen professional reasoning and advocacy Build sustainable evidence-informed practices within school systems Participants will examine evidence related to school participation, self-regulation, executive functioning, classroom engagement, environmental supports, social participation, and school mental health while learning strategies to support implementation within authentic educational contexts. The institute emphasizes practical application, collaborative reasoning, reflective inquiry, and sus