Introduction: Learning difficulties are common and have a significant impact on children’s academic performance, social development, and overall well-being. Occupational therapy plays a key role in supporting these children in the school environment; however, in Slovenia, this area remains under-researched and is not yet systematically integrated. Purpose: This thesis aimed to review the literature on the role of occupational therapy for children with learning difficulties included in regular elementary school programs, and to examine the most frequently used methods, interventions, and their effectiveness. Methods: A systematic literature review was conducted in accordance with the Joanna Briggs Institute guidelines. The search was performed in PubMed, Web of Science, and Education Resources Information Center databases. Ten studies published between 2009 and 2023 were included in the final analysis. Study quality was assessed using Joanna Briggs Institute critical appraisal tools, and the level of evidence was defined according to American Occupational Therapy Association criteria. Results: The analysis revealed that occupational therapists in schools employ a diverse range of approaches, primarily including sensory, cognitive, motor, and environmental interventions. Most of the included studies focused on handwriting difficulties, where positive effects were reported in legibility and organization. Collaboration between occupational therapists, teachers, and parents, as well as environmental adjustments in classrooms, also proved to be important. Children were found to perceive more unmet needs for adjustments than their teachers. Discussion and conclusion: Occupational therapy can significantly contribute to greater participation and academic success of children with learning difficulties in the school setting. Nevertheless, this field is still emerging, and research remains limited, particularly in Slovenia, where occupational therapy has not yet been systematically implemented in schools. Further research is needed to address broader occupational aspects of lives of children with learning difficulties and to strengthen the role of the family.
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