# Experiences and Opinions of Physiotherapists, Children, Families, and Teachers About School-Based Physiotherapy-Led Interventions: A Metasynthesis of Qualitative Studies

## TL;DR

This study explores the experiences and opinions of physiotherapists, children, families, and teachers regarding school-based physiotherapy interventions.

## Contribution

The study provides a metasynthesis of qualitative evidence on the role and perception of school-based physiotherapy.

## Key findings

- Three main themes emerged: clinical vs. school physiotherapy boundaries, healthcare for children with specific needs, and challenges in integrating physiotherapy into schools.
- Participants highlight the benefits of school-based physiotherapy and advocate for collaborative goals and inclusion of physiotherapists in educational teams.
- Understanding stakeholder experiences can improve the implementation and effectiveness of school-based physiotherapy.

## Abstract

Background/Objectives: Physiotherapy is a clinical discipline that provides services in healthcare centres, the community, at home, and in school. School Physiotherapy (SP) focuses its practice on children with disabilities or special motor needs during the school period. SP addresses psychomotricity, ergonomics, and posturology issues in order to improve health and academic performance. The objective of this study was to identify qualitative evidence on the experience and opinions of physiotherapists, children, parents, and teachers about school-based physiotherapy-led interventions. Methods: Metasynthesis of qualitative studies. The search included articles published between 2015 and 2025 on the PubMed, WOS, SCOPUS, and CINAHL databases. Results: The review included 15 selected studies. Three main themes emerged from this analysis: (1) Clinical and school physiotherapy: separated by a fine line. (2) Ensuring healthcare for children with specific conditions in schools. (3) The challenge of incorporating SP in educational settings. Conclusions: Physiotherapists, children, parents, and teachers perceive significant advantages in implementing SP in educational settings. Participants advocate for the development of collaborative goals and the inclusion of physiotherapists within educational teams. Understanding the experiences of physiotherapists, children, parents, and teachers may help improve SP in practice.