School belonging is vital to the social participation and academic success of students. Students with and at risk for emotional and behavioral disorders (EBD) report lower levels of school belonging than their peers and have difficulty in relationships, academics, and well-being, elevating their risk of disciplinary action and dropping out of school. This capstone project explores the intersection of school-based occupational therapy and school belonging in students with and at risk for EBD. The project includes a literature review and results in a manuscript that compiles evidence to justify the role of school-based occupational therapists (SBOTs) in developing and implementing multitiered interventions to facilitate school belonging. The findings of this capstone project support the need for SBOTs to expand their role in promoting social participation and well-being at school, educate school staff about occupational therapy’s scope of practice, and advocate for their place in fostering school belonging through multitiered systems of support.
