Background: Higher education was gravely affected by the pandemic which caused academic occupational disruptions and affected students. Challenges in successful engagement in occupations influence the health and well-being of the individual. Consequently, it is vital for occupational therapist (OT) educators to be informed on how to manage academic occupational disruptions to minimize its occurrence, mitigate its impact, and support students’ academic occupations. Objectives: This study aimed to determine the strategies, facilitators, and barriers in managing academic occupational disruptions encountered by Filipino OT educators. Methods: Respondents were ninety (90) Filipino OT educators coming from the different HEIs in the Philippines offering BSOT who completed an online cross-sectional survey. A 4-point Likert-scale was used to determine the strategies, facilitators, and barriers in managing academic occupational disruptions. Descriptive statistics was used for data analysis. Results: Respondents often (M = 2.95, SD = 0.94) utilize strategies for managing academic occupational disruptions, highlighting scheduling of synchronous and asynchronous sessions to balance online workload as the most utilized strategy. Respondents often (M = 3.00, SD = 0.70) encounter facilitators of managing academic occupational disruptions, citing flexibility of the school in adapting existing courses based on the context of delivery as the most common facilitator. Respondents sometimes (M = 2.19, SD = 0.95) encounter barriers to managing academic occupational disruptions, indicating need to work for income as the top barrier. Conclusion Despite the utilization of strategies and presence of facilitators in managing academic occupational disruptions, Filipino OT educators still encountered barriers. Psychosocial support and needs were also highlighted across strategies, facilitators, and barriers in managing academic occupational disruptions. This prompts for further sustainable development of OT competence to inform occupational therapy educators on how to minimize academic occupational disruptions, to mitigate its impact, and to support students’ academic occupations.
Occupational Therapy ; Psychosocial Support Systems

Background: Occupational therapy (OT) can be part of mental health and psychosocial support (MHPSS) in the university setting. Numerous studies worldwide have highlighted the negative impact of COVID-19 on mental health due to isolation and restrictions. In the Philippines, these issues were exacerbated among students, whose abrupt shift to remote learning negatively affected their mental well-being. As universities reopened, there is an opportunity for OT to support students' mental health. Objectives: This study presents the findings of an online group discussion and an online forum that explored the role of OT in MHPSS in the Philippine university setting. Moreover, this study aimed to (1) describe the perceptions of Filipino OT practitioners (OTPs) on their role in the university setting, and (2) describe thoughts of Filipino OTPs on being part of MHPSS services. Method: Using a qualitative exploratory design, data was gathered through an online discussion and an online forum. Thirty-five Filipino OTPs with a background in mental health practice served as the participants. Data was analysed using constant comparison. Results: Analyses of data generated four themes: (1) awareness of the importance of MHPSS as student support, (2) mental health and occupation-focused support in the education setting, (3) role of OT in MHPSS, and (4) potential for interprofessional services. Conclusion Need for OT in MHPSS is justified by rising issues in anxiety, depression, trauma, and stress that can be addressed using an occupation-focused approach. OTPs can provide non-specialized services like PFA, or specialized individual or group-based interventions. However, OTPs think that they need to know more about MHPSS to contribute across all levels of MHPSS.
Occupational Therapy ; Mental Health ; Psychosocial Support Systems