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Season 5, Episode 6: Partnering for Change (P4C Model): Reimagining School-Based Occupational Therapy Service Delivery — Dr. Wenonah Campbell
In this episode of Inclusive Occupations, host Savitha Sundar speaks with Dr. Wenonah Campbell—the John and Margaret Lillie Chair in Childhood Disability Research, Associate Professor at McMaster University, Scientist at CanChild, and co-developer of Partnering for Change (P4C).
Dr. Campbell’s work focuses on improving school-based occupational therapy service delivery to promote inclusion, participation, and engagement in learning. P4C is an evidence-informed, collaborative model that brings therapists, educators, and families together to identify student needs, share expertise, and develop strategies that support children’s participation in everyday school activities.
Together, Savitha and Dr. Campbell explore how occupational therapists can move beyond traditional referral-based and pull-out service models toward more collaborative, context-based, and capacity-building approaches in schools.
In this conversation, Savitha and Dr. Campbell explore:
🌱 Partnering for Change (P4C)
How P4C developed as a collaborative model of school-based OT focused on participation, inclusion, and engagement.
🏫 School as the Natural Context
Why OT support is most meaningful when embedded in classrooms, routines, transitions, and everyday school activities.
🤝 Collaboration and Capacity Building
How therapists, educators, and families can work together to identify needs, share strategies, and build inclusive school communities.
🧩 Tiered and Flexible Service Delivery
How universal, targeted, and individualized supports can help OTs respond earlier and support more students in context.
📚 Research to Practice
Dr. Campbell discusses the importance of knowledge mobilization—ensuring that research informs real-world school practice and policy.
🔄 From Service Provider to Systems Partner
The conversation invites school-based OTs to see themselves not only as direct service providers, but as collaborative partners who can influence routines, environments, and systems to support student participation and belonging.
Resources & Links
Partnering for Change Website
https://canchild.ca/discover-canchild/current-studies/partnering-for-change/
Partnering4Change Guide to Success
https://p4cguide.com/
This online hub includes an evidence-based, step-by-step guide to help school teams build a strong foundation for P4C through collaborative, capacity-building approaches, along with additional implementation resources such as courses, webinars, a video library, and practical tools.
Dr. Wenonah Campbell — CanChild / McMaster University
Information about Dr. Campbell’s research on school-based health support services, inclusion, participation, engagement, and knowledge mobilization.-https://canchild.ca/team_members/10-dr-wenonah-campbell/
Podcast transcripts available at https://otter.ai/u/YISaqlUYJOH5rjzmHFIIt1fnL68?utm_source=copy_url
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By Savitha Sundar
4.9
2929 ratings
In this episode of Inclusive Occupations, host Savitha Sundar speaks with Dr. Wenonah Campbell—the John and Margaret Lillie Chair in Childhood Disability Research, Associate Professor at McMaster University, Scientist at CanChild, and co-developer of Partnering for Change (P4C).
Dr. Campbell’s work focuses on improving school-based occupational therapy service delivery to promote inclusion, participation, and engagement in learning. P4C is an evidence-informed, collaborative model that brings therapists, educators, and families together to identify student needs, share expertise, and develop strategies that support children’s participation in everyday school activities.
Together, Savitha and Dr. Campbell explore how occupational therapists can move beyond traditional referral-based and pull-out service models toward more collaborative, context-based, and capacity-building approaches in schools.
In this conversation, Savitha and Dr. Campbell explore:
🌱 Partnering for Change (P4C)
How P4C developed as a collaborative model of school-based OT focused on participation, inclusion, and engagement.
🏫 School as the Natural Context
Why OT support is most meaningful when embedded in classrooms, routines, transitions, and everyday school activities.
🤝 Collaboration and Capacity Building
How therapists, educators, and families can work together to identify needs, share strategies, and build inclusive school communities.
🧩 Tiered and Flexible Service Delivery
How universal, targeted, and individualized supports can help OTs respond earlier and support more students in context.
📚 Research to Practice
Dr. Campbell discusses the importance of knowledge mobilization—ensuring that research informs real-world school practice and policy.
🔄 From Service Provider to Systems Partner
The conversation invites school-based OTs to see themselves not only as direct service providers, but as collaborative partners who can influence routines, environments, and systems to support student participation and belonging.
Resources & Links
Partnering for Change Website
https://canchild.ca/discover-canchild/current-studies/partnering-for-change/
Partnering4Change Guide to Success
https://p4cguide.com/
This online hub includes an evidence-based, step-by-step guide to help school teams build a strong foundation for P4C through collaborative, capacity-building approaches, along with additional implementation resources such as courses, webinars, a video library, and practical tools.
Dr. Wenonah Campbell — CanChild / McMaster University
Information about Dr. Campbell’s research on school-based health support services, inclusion, participation, engagement, and knowledge mobilization.-https://canchild.ca/team_members/10-dr-wenonah-campbell/
Podcast transcripts available at https://otter.ai/u/YISaqlUYJOH5rjzmHFIIt1fnL68?utm_source=copy_url