Discovery Research on the Success Factors for Schools-Based Multiple Model Speech and Language Placements: A Rapid Scoping Review.

چکیده اصلی

BACKGROUND: Demand for children's speech and language therapy (SLT) services has surged globally, exacerbated by the COVID-19 pandemic and workforce shortages. In England, waiting lists remain extensive, with over 66 000 children awaiting intervention in early 2025. Delayed access to SLT services is linked to poorer academic, social, and health outcomes. Innovative approaches are urgently needed to address these challenges. Embedding SLT student placements within schools offers a potential solution, simultaneously enhancing service capacity and providing authentic learning experiences. International evidence, such as the Broken Hill model in Australia, supports this approach, particularly for rural and remote communities. AIMS: This rapid scoping review aimed to identify success factors, barriers, and enablers of school-based SLT placement models, and to assess their potential for scalability and sustainability. The review sought to inform policy and practice by synthesising evidence on supervision models and implementation strategies. METHODS: Following PRISMA-ScR guidelines and Arksey & O'Malley's framework, a comprehensive search was conducted across eight databases (e.g., Web of Science, ERIC, CINAHL, Medline) and supplemented by grey literature searches. Inclusion criteria focused on SLT student placements in schools, particularly in underserved areas. Fourteen studies published between 2011 and 2024 were included, predominantly from Australia (57%), with others from the USA and UK. Data were extracted and synthesised narratively around barriers, facilitators, and model characteristics. MAIN CONTRIBUTION: Findings indicate that school-based SLT placements can increase service capacity, improve student confidence and employability, and foster interprofessional collaboration. Successful models share key principles: Integration into policy frameworks, dedicated funding, strong cross-sector partnerships, cultural responsiveness, and structured supervision. Barriers include insufficient funding, infrastructure limitations in rural areas, student preparedness, and challenges with technology during remote delivery. Facilitators include early stakeholder engagement, flexible supervision approaches, and orientation training. Evidence suggests that positive placement experiences may influence graduates' willingness to work in underserved areas, addressing workforce shortages. CONCLUSIONS: School-based SLT placements represent a promising strategy to alleviate service pressures and enhance workforce development. Greater alignment with health and education policy, sustainable funding, and approaches tailored to diverse contexts may support successful implementation. Scaling effective models could reduce waiting lists, improve equitable access to SLT services, and provide high-quality experiential learning for future practitioners. WHAT THIS PAPER ADDS: What is already known on this subject School-based SLT placements have been implemented internationally, particularly in rural and underserved areas, to address workforce shortages and improve access to services. Evidence suggests these models can enhance student learning and service capacity, but there is limited synthesis of success factors, barriers, and scalability in the UK context. What this study adds to the existing knowledge This review identifies key principles for successful school-based SLT placements, including integration into policy frameworks, dedicated funding, cross-sector partnerships, and cultural responsiveness. It highlights barriers such as infrastructure limitations and student preparedness, and demonstrates that positive placement experiences may influence future workforce distribution. These findings provide an evidence-informed foundation for scaling models to reduce waiting lists and improve equitable access. What are the clinical implications of this study? Embedding SLT student placements in schools can increase service capacity, reduce waiting times, and support early intervention for children with speech and language needs. Structured supervision and orientation, alongside policy alignment and appropriate funding, may support sustainability and workforce readiness across diverse clinical contexts.

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