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allied health partnerships for secondary schools

Collaborative allied health partnerships supporting young people, educators and school communities across secondary school settings

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At Emble Allied Health, we partner with secondary schools to support student wellbeing, communication, participation, engagement and independence within real school environments.

We recognise that adolescence brings unique social, emotional and participation challenges, and that wellbeing, belonging and identity development are deeply connected to school engagement.

Our role is to work collaboratively alongside educators, wellbeing teams and leadership staff to support young people to participate more confidently within school, relationships, community and everyday life.

Supports are practical, relationship-based and designed to align with the realities of modern secondary school environments.

We work with:

  • mainstream secondary schools
  • specialist schools
  • flexible and alternative education settings
  • wellbeing and re-engagement programs
  • regional and remote communities

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how we partner with secondary schools

Supports may include:

  • individual allied health support within school environments
  • emotional wellbeing and participation programs
  • school engagement and re-engagement supports
  • executive functioning and independence programs
  • literacy and communication participation supports
  • small-group wellbeing programs
  • whole-class or year-level wellbeing initiatives
  • assessments and participation-focused recommendations
  • educator consultation and professional learning
  • transition and post-school participation supports

Programs and supports are delivered by qualified allied health professionals including psychologists, speech pathologists, occupational therapists, physiotherapists, dietitians and art therapists.

Depending on the goals and needs of students and school communities, supports may be delivered:

  • one-to-one
  • within small targeted groups
  • as whole-class or year-level wellbeing initiatives
  • as workshop or incursion-style experiences

flexible program delivery

Programs and supports can be tailored to the needs and operational requirements of your school community.

Depending on the goals of the support, services may be delivered:

  • as short-term targeted blocks (e.g. 4–8 weeks)
  • across a school term or semester
  • throughout the school year
  • during lunch-time, wellbeing or elective periods
  • within classroom or alternative learning environments
  • as small-group wellbeing programs
  • through whole-class participation initiatives
  • as workshop or incursion-style experiences

We work collaboratively with schools to develop practical and sustainable approaches aligned with student wellbeing and participation priorities.

assessments, reports & consultation

formal assessments supporting participation, wellbeing, learning & independence

We provide multidisciplinary assessment and consultation services to support schools, families and young people to better understand participation, learning, communication and wellbeing needs across secondary school environments.

Assessments are completed by appropriately qualified allied health professionals and may assist with:

  • Student Support Groups (SSGs) and school planning processes
  • Individual Education Plans (IEPs) and learning adjustments
  • participation-focused recommendations and intervention planning
  • funding or disability support applications
  • understanding communication, cognitive, sensory, regulation or participation needs
  • supporting transitions into further education, employment and community participation

Depending on the needs of the young person, assessment areas may include:

  • communication, language and literacy
  • cognitive and learning profiles
  • executive functioning and attention
  • adaptive behaviour and functional participation
  • sensory processing and regulation
  • autism and ADHD assessment pathways

We also provide:

  • comprehensive assessment reports
  • practical recommendations for school and everyday environments
  • consultation with educators and wellbeing teams
  • collaborative planning and participation-focused supports

Our approach is strengths-based, practical and designed to support meaningful participation within real school environments.

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educator consultation & professional learning

practical professional learning designed for secondary school environments

We provide therapist-led workshops, consultation and professional learning opportunities for educators, wellbeing teams and school communities.

Professional learning can be delivered:

  • on-site at your school
  • online via videoconference
  • as one-off workshops
  • across ongoing coaching or consultation partnerships
  • during staff meetings, wellbeing initiatives or professional learning days

Training is practical, collaborative and designed to align with the realities of adolescent wellbeing and participation within school environments.

Topics may include:

  • adolescent wellbeing and emotional regulation
  • supporting neurodivergent young people
  • communication and self-advocacy
  • school engagement and participation
  • executive functioning and independence
  • literacy participation and communication for everyday life
  • stress, overwhelm and school participation challenges
  • sensory regulation and wellbeing
  • identity, belonging and inclusion
  • movement and regulation within school environments
  • food literacy, nutrition and independence skills
  • transitions into adulthood, employment and community participation

We can also work collaboratively with schools to develop tailored professional learning aligned with the needs of specific student cohorts, wellbeing priorities or school communities.

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individual, small-group & whole-class supports

flexible participation-focused support models for secondary school communities

We recognise that secondary school communities and young people benefit from different levels of support depending on their goals, wellbeing needs and learning environments.

Supports may be delivered:

  • individually within classroom, wellbeing or school environments
  • through small targeted intervention or wellbeing groups
  • as whole-class or year-level wellbeing initiatives
  • within alternative learning or specialist education settings

This flexibility allows supports to align with the realities of secondary school environments while supporting meaningful participation and wellbeing outcomes for young people.

program focus areas

Psychology-informed supports designed to strengthen emotional wellbeing, school engagement and participation in adolescence.

Programs may support:

  • emotional regulation and stress management
  • confidence and self-esteem
  • school engagement and attendance
  • emotional literacy and self-awareness
  • identity, belonging and self-expression
  • participation within school and social environments
  • stress, overwhelm and participation challenges
  • confidence navigating peer and school environments

Programs may incorporate creative, experiential and strengths-based approaches tailored to the needs of young people and school communities.

Speech pathology and occupational therapy-informed supports designed to strengthen communication, literacy and participation within everyday school and life environments.

Programs may support:

  • reading and written language participation
  • functional literacy and communication
  • self-advocacy and communication confidence
  • texting and digital communication
  • social communication and peer interaction
  • following schedules, timetables and routines
  • participation within learning, workplace and community environments
  • confidence communicating within everyday situations

Programs focus not only on academic participation, but also on the communication and literacy skills young people require for relationships, independence and everyday life.

Supports designed to strengthen organisation, planning, flexibility and independence within school and everyday life.

Programs may support:

  • planning and organisation
  • time management and routines
  • flexibility and problem-solving
  • transitions into adulthood and employment
  • life skills and community participation
  • confidence managing everyday responsibilities
  • independence within school and community environments

Programs may incorporate practical, interest-based and real-world learning experiences tailored to adolescent participation goals.

Psychology, occupational therapy and art therapy-informed supports using creative and experiential approaches to support wellbeing and participation.

Programs may support:

  • emotional expression and identity development
  • confidence and self-esteem
  • sensory regulation and participation
  • engagement within shared experiences
  • peer connection and belonging
  • self-awareness and emotional wellbeing

Programs may incorporate art-based experiences, collaborative projects, sensory supports and strengths-based wellbeing approaches.

Dietitian, occupational therapy and speech pathology-informed supports using practical food and cooking experiences to strengthen independence and participation.

Programs may support:

  • communication and collaboration
  • planning and organisation
  • food participation and confidence
  • life skills and independence
  • nutrition and food literacy
  • participation within practical everyday activities

Programs may include practical cooking experiences, food exploration and therapist-informed supports designed to strengthen confidence and participation within everyday life tasks.

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Occupational therapy, physiotherapy and psychology-informed supports using movement and embodied experiences to strengthen regulation, engagement and participation.

Programs may support:

  • nervous system regulation
  • movement participation and body awareness
  • emotional wellbeing
  • confidence within group environments
  • participation within school routines and activities
  • regulation and engagement through movement-based experiences

Programs may incorporate movement, active participation and embodied regulation approaches tailored to the needs of adolescents and school communities.

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student referrals & family support pathways

Schools and wellbeing teams can refer students and families to Emble Allied Health to explore:

  • individual allied health services
  • school-based supports
  • clinic or community-based services
  • wellbeing and participation programs
  • assessments and reports
  • literacy, communication and executive functioning supports
  • emotional wellbeing and regulation supports
  • transition and independence supports

Services may be accessed privately, through NDIS funding or other relevant funding pathways where appropriate.

MAKE A STUDENT REFERRAL

flexible funding and partnership models

We recognise that every school community operates differently, and supports may be accessed through a range of partnership and funding arrangements depending on the goals and structure of the support being provided.

Depending on the service, supports may be funded through:

  • school wellbeing or inclusion budgets
  • student support or engagement initiatives
  • parent-funded or privately accessed services
  • NDIS funding (where applicable)
  • community or grant-funded initiatives
  • collaborative partnership arrangements

Some supports may involve:

  • schools engaging Emble directly
  • families accessing individual allied health services
  • combined school and family-supported approaches
  • consultation or professional learning arrangements

We are happy to work collaboratively with schools and families to explore practical and sustainable approaches that align with the needs of students and school communities.

supporting regional and remote communities

We offer flexible options to support secondary school settings across metropolitan, regional and remote communities throughout Australia.

This may include:

  • telehealth consultation
  • online coaching and collaboration
  • virtual educator training
  • hybrid delivery models
  • outreach partnerships where appropriate
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qualified & school-ready clinicians

All clinicians hold:

  • current Working With Children Checks
  • relevant registrations and professional memberships
  • police checks and mandatory compliance requirements
  • professional indemnity and public liability insurance

secondary school partnerships enquiry

We’d love to learn more about your school community, goals and the types of supports you may be exploring.

let’s support participation, wellbeing & engagement together

Collaborative allied health partnerships supporting communication, wellbeing, regulation and participation within secondary school communities.
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