Effectiveness of school-based physiotherapy intervention for children.

Abstract

To evaluate the effectiveness of school-based physiotherapy interventions for improving students' participation in school settings. A systematic review was reported using PRISMA guidelines. Four databases were searched for studies investigating physiotherapy outcomes of school-based physiotherapy interventions in children. Studies were categorised by intervention type and evaluated based on evidence level and conduct. Fifteen intervention types (23 studies) met criteria. Strong positive evidence supported treadmill training without bodyweight support (<i>n</i> = 1), and upper limb interventions (<i>n</i> = 2). Moderate positive evidence supported robotic-assisted gait training (<i>n</i> = 1), Gross Motor Activity Training with Multimodal Education-Based Therapy (GMAT + MET) (<i>n</i> = 2), neurodevelopmental treatment (<i>n</i> = 2), and rock climbing (<i>n</i> = 1). Weak positive evidence supported environmental modifications (<i>n</i> = 1), Ergonomic Health Literacy (<i>n</i> = 3), GMAT (<i>n</i> = 1), GMAT with progressive resistance exercise (GMAT-PRE) (<i>n</i> = 1), hippotherapy (<i>n</i> = 1), MET alone (<i>n</i> = 7), overground gait training (<i>n</i> = 2), treadmill training with partial body-weight support (<i>n</i> = 1), and non-immersive virtual reality (<i>n</i> = 3). There is preliminary supporting evidence for a variety of school-based physiotherapy interventions which is consistent with evidence for interventions with established efficacy in other contexts. The evidence for interventions in school contexts alone is insufficient to guide current practice. Future research should specifically evaluate the effectiveness of physiotherapy approaches in school settings.