ATRA SoCal : 2026 Session Description

Students spend the majority of their time in school, making it a critical setting for early intervention, connection, and identity development. This session explores a CTRS-led, school-based recreational therapy model that delivers weekly mental health and life skills programming embedded within classroom settings. Through structured, strengths-based group interventions, students develop emotional regulation, communication skills, and social confidence-key protective factors that foster a sense of belonging and long-term well-being. Attendees will learn how recreational therapists can collaborate with educators to implement feasible, impactful programming that is both responsive to student needs and aligned with school priorities. This presentation will highlight real-world implementation strategies, observed outcomes, and increasing demand from schools for embedded therapeutic supports. Additionally, it introduces an innovative extension of this work: using recreational therapy groups as a gateway to expose youth to careers in recreational therapy and allied health professions (ROPS). This approach not only supports student mental health but also contributes to workforce development by increasing awareness and access to helping professions among diverse youth populations. Participants will leave with practical tools, adaptable frameworks, and strategies to implement connection-centered programming that supports both individual growth and systemic impact.

1. Describe at least three benefits of implementing CTRS-led mental health and life skills groups within school settings as an early intervention strategy. 2. Identify two or more strategies for collaborating with educators to integrate recreational therapy programming into classroom environments. 3. Develop one actionable idea for incorporating career pathway exposure into recreational therapy programming for youth.