School-Based Occupational Therapy Practice in Indonesia: A Scoping Review

Occupational therapy practice in school settings is vital to the successful implementation of inclusive education in Indonesia. However, evidence on how these practices are adapted and integrated across diverse educational levels remains limited in Indonesia. This scoping review aimed to map the characteristics of school-based occupational therapy (SBOT) in Indonesia to identify research gaps, practice improvement, and policy initiatives. Following the Joanna Briggs Institute Manual for Evidence Synthesis, a systematic search was conducted for articles published between 2003 and 2025 across five databases (PubMed, CINAHL, MEDLINE, Web of Science, and GARUDA), supplemented by a targeted gray literature search in Neliti and hand searching. A total of 126 records were retrieved, and 24 studies that met the inclusion criteria were analyzed using descriptive summary and inductive content analysis. Two primary themes emerged: (a) school-based intervention domains and (b) school-based practice and implementation strategies. SBOT practice in Indonesia is predominantly documented in special education settings, with fine motor skills as the primary intervention. It highlights the intentional use of meaningful activities as therapeutic agents. Crucially, the limited OT-led research suggests that the discipline is frequently perceived by other professions as a therapeutic method rather than as an autonomous profession, thereby shaping a fragmented view of authentic SBOT practice. Despite over two decades of inclusive education policy in Indonesia, a significant gap persists between practice and research. These findings highlight the urgency for Indonesian SBOTs to translate their practice into evidence-based knowledge to advocate and promote the profession.