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Across the country, schools rely on occupational therapists (OTs), physical therapists (PTs), and speech-language pathologists (SLPs) to help students with disabilities access their education. These professionals provide essential related services in special education, supporting students’ communication, mobility, motor development, and participation in classroom routines.
However, many school districts are currently experiencing a difficult reality: therapy positions that remain unfilled for months, or even entire school years. While a vacancy may initially appear to be a scheduling challenge, the impact runs much deeper. From service delivery disruptions to increased staff strain, unfilled therapy roles can create significant challenges for schools, educators, and the students who depend on these services.
Professional organizations such as the American Occupational Therapy Association, American Physical Therapy Association, and American Speech-Language-Hearing Association have all reported workforce shortages affecting therapy professions nationwide, all which are shortages that are increasingly felt within school settings.
The need for therapy services in schools has steadily increased over the past decade. More students are being identified with developmental delays, communication disorders, and physical or sensory challenges that impact their ability to participate fully in the educational environment.
School-based therapists support students in areas such as:
Because these services are often included in Individualized Education Programs (IEPs), schools must ensure they are delivered consistently. When therapy roles remain vacant, maintaining that consistency becomes increasingly difficult.
The difficulty in filling school therapy roles reflects a broader workforce trend across therapy professions.
According to workforce projections from the American Physical Therapy Association, the United States has already experienced shortages of physical therapists, with demand expected to continue growing as healthcare and educational needs expand. Demand for physical therapist services is projected to increase by about 14.7% between 2022 and 2037. This represents roughly 36,250 additional full-time equivalent PT services needed nationwide.
Similarly, hiring data across occupational therapy indicates that a large percentage of employers report difficulty recruiting OTs for open roles. Workforce pressures are especially noticeable in school environments, where therapists often manage multiple campuses and large caseloads. A national workforce study published in the American Journal of Occupational Therapy found that 67% of employers reported difficulty hiring occupational therapists.
Speech-language pathology positions are also among the most challenging to fill. Surveys from the American Speech-Language-Hearing Association consistently show that many school districts report unfilled SLP positions each year, highlighting the ongoing gap between workforce supply and student need.
For school administrators, this means that recruiting therapy professionals has become increasingly competitive.
When a therapy position remains open, the impact rarely stays isolated to one role. Instead, it often affects multiple members of the school team.
Teachers may have fewer opportunities to collaborate with therapists on strategies that support students in the classroom. Special education coordinators may need to adjust schedules, manage service gaps, or coordinate temporary coverage. Existing therapists may take on additional students or travel between more school sites.
Over time, these adjustments can create increased workloads across departments and reduce the amount of time teams have for proactive collaboration.
School-based therapists help students develop skills that allow them to participate in daily learning activities. When services are delayed or inconsistent due to staffing shortages, students may experience interruptions in support.
Examples of service disruptions can include:
These disruptions can make it harder for students to build and maintain the skills necessary to succeed in the classroom environment.
School districts are legally required to provide therapy services when they are included in a student’s Individualized Education Program (IEP). Under the Individuals with Disabilities Education Act, occupational therapy, physical therapy, and speech-language pathology may be classified as “related services.” These services must be provided when they are necessary to support a student with a disability in accessing and benefiting from their educational program.
When therapy roles remain unfilled, districts may need to implement alternative solutions to ensure services continue. This may involve adjusting staffing models, working with external partners, or expanding service delivery approaches.
Maintaining consistent therapy coverage helps districts avoid potential compliance concerns while ensuring students receive the support outlined in their educational plans.
Another important factor to consider is the impact on therapists who remain on staff. When vacancies occur, existing clinicians may temporarily absorb additional responsibilities. While therapists are often committed to supporting students, prolonged increases in workload can contribute to fatigue and professional burnout.
Sustainable staffing models help ensure therapists have the time needed for:
When therapists are supported in their roles, they are better able to deliver high-quality services that benefit students and school teams alike.
Because therapy workforce shortages affect districts across the country, many schools are exploring new ways to maintain reliable service delivery.
Working with experienced providers like Associated Occupational Therapists (AOT, Inc.) and Austill’s Educational Therapy Services allows districts to connect with therapists who understand the educational environment and the collaborative nature of school-based services.
These partnerships can help schools:
Therapy professionals play an essential role in helping students develop the skills needed to learn, communicate, and participate fully in school life. While staffing challenges may persist across the country, proactive planning and strong partnerships can help schools maintain the services students depend on.
By prioritizing sustainable therapy staffing solutions, districts can continue supporting student success ensuring every learner has the opportunity to participate, grow, and thrive in the classroom.