Kids & School Lunchtime Routines: Things to Think About for OTs and Parents

Every day in schools, children participate in lunchtime routines either in a cafeteria or classroom setting. This is an essential part of the school day that is often overlooked in importance. The lunch period offers children a variety of natural opportunities for social participation, eating and drinking (nourishment), rest (a break from the academic demands of the day), and use of motor skills to support independent functioning relative to one’s self-care (eating, drinking, bathroom breaks, etc.).

School-based OT can (and should) support students in this daily environment, remembering that the purpose of OT in schools is to support students in all parts of the day, both academic and non-academic. The cafeteria is often an environment that challenges students who struggle with the aforementioned skill areas (motor skills, social participation, etc.). Additionally, this environment is usually one in which the students are accompanied only by classroom paraprofessionals or assisted by cafeteria aide staff. The classroom teachers are not typically in the lunchroom setting with their students, because the same time of day is usually the teacher’s lunch break.

If you are a school-based OT and you are assessing your students for new goals and objectives or evaluating them initially, don’t leave out the cafeteria setting! If you are a parent, make sure you ask your school-based OT about your child’s skill levels every day at lunch.

When working with your students during lunchtime routines, you will see your students in a natural context among peers and other adult staff members. It is a context that mirrors community settings outside of school. So many of the skills in the lunchroom carry over into the academic/educational part of the school day. So many skills can be worked on in the lunchroom! The best part is that the daily lunch-time routines allow your students to consistently practice their skills with therapist guidance and paraprofessional support.

We know that practicing fundamental skills in the actual contexts of daily routines brings results. Here are some ideas to focus on for school-based OTs, and some ideas for parents to think about relative to their children at school:

Activities of Daily Living (ADLs) in the Cafeteria

• Managing lunch boxes and cafeteria trays

• Motor skills for opening/closing packages, containers, etc.

• Managing clothing as needed for recess or bathroom breaks

• Washing hands

Social Participation in the Cafeteria

• Initiating conversation with cafeteria staff for ordering food or asking for help

• Engaging in conversation with classmates/peers

• Knowing where to go for help

• Following cafeteria rules

• Learning appropriate social mealtime behaviors

Gross & Fine Motor Skills for the Cafeteria

• Walking with classmates

• Navigating around tables/benches/chairs

• Walking in line for cafeteria food, balancing items on a tray

• Safely moving in/out of tables and sitting on chairs/benches while eating.