Safety in Occupational Therapy Education: Student Perceptions of Emotional and Physical Safety Beyond the Classroom

Abstract

BACKGROUND: This study investigates the perceptions of safety among entry-level doctoral occupational therapy (OT) students during their Level II fieldwork and capstone experiences. The significance of safety, defined as emotional comfort and the ability to express oneself authentically, is emphasized in fostering learning outcomes and mental health. The paper highlights that institutions providing safe spaces enhance acceptance and conversely, a lack of emotional safety, often due to microaggressions, adversely affects student retention and mental health. METHOD: An author-created survey was utilized at the conclusion of the program to 45 third-year OT students. The 10-item survey assessed perceived physical and emotional safety during fieldwork/clinical rotations and capstone, occurrences of microaggressions, and possible solutions to improve student's sense of safety. RESULTS: The majority of respondents reported feeling physically (95%) and emotionally (72%) safe overall. However, Level II fieldwork/clinicals was identified as the setting where students reported the most frequent lack of safety. Six main themes impacting safety perceptions were identified: expectations, reflection/advocacy, education/preparation, communication, coping strategy, and the acknowledgment that some students may not require interventions. CONCLUSION: Findings suggest that allied health academic programs should take steps to ensure that the safe spaces created during didactic portions of the curriculum extend into clinical and experiential settings. This approach will not only improve learning outcomes but also support students' mental health and their ability to provide quality healthcare. Future research should focus on evidence-based practices to support student safety in clinical education. J Allied Health 2025; 54(4):e537-e542.