Currently, two approaches to school-based occupational therapy service delivery exist: the caseload and workload. The caseload model utilizes remedial, pull-out services, often resulting in inequitable services, professional isolation, and therapist burnout. Despite legislative mandates, professional association endorsements, and substantial evidence supporting comprehensive, push-in services under the workload approach, the caseload approach remains prevalent. This capstone project synthesizes current literature, legislative policies, and professional guidelines to examine the workload approach, highlighting its advantages, addressing its barriers, and providing convincing evidence to empower school-based occupational therapists (SBOTs) to advocate for its widespread adoption. Emphasis is placed on integrating evidence-based practices and systems-level thinking to address the underutilization of SBOTs, improve student outcomes, and create sustainable, fulfilling professional experiences. The cornerstone of this capstone project consists of a manuscript for publication in the International Journal of Child Care and Education Policy (IJCCEP). Additional deliverables include a refined cover letter to the IJCCEP editor, IJCCEP Journal Author Guidelines, Authorship Agreement form, and Institutional Review Board (IRB) Non-Research Determination Letter. This capstone project provides practical, evidence-based tools to empower SBOTs to advocate for implement the workload approach to reclaim professional autonomy, promote service equity, support diverse student needs, all while improving the well-being of everyone involved in education.
