A study examined how physical therapists, children with motor disabilities, caregivers, educational staff, and physicians in Israel perceive school-based physical therapy. The qualitative research involved focus groups with 38 participants, including children aged 4-21 with motor disabilities and their caregivers, recruited from special education schools. Additionally, 25 interviews were conducted with physical therapists and medical professionals.

The analysis revealed two main themes: “physical therapy in the lives of children with motor disabilities,” which addresses general physical therapy, and “something different,” which focuses on the specific context of school-based therapy. This latter theme includes sub-themes related to the therapists’ roles, their relationships with students, and the unfamiliarity of the school setting.

The findings suggest that while school-based physical therapy can foster meaningful relationships and broaden therapeutic practices, the unclear role of therapists in non-medical environments may lead to a more limited approach. Consequently, children might not fully benefit from the potential advantages of school-based physical therapy.