Objective: Multiple sclerosis (MS) is one of the most common neurological diseases affecting adults of working age, and those of younger ages of onset have been increasingly recognized. Twenty-seven percent of people with MS (PwMS) are age 30 years old or younger. The burden of MS for young adults puts them at risk for poorer outcomes regarding their education, family planning, vocation, and social skills as they transition to adulthood. Fine motor (FM) skill impairment might impede performance within the daily occupations of young adults who are transitioning into adulthood. Few studies focus on the occupations and occupational performance of younger adults with MS. Method: Forty participants with MS between the ages of 18 to 30 were recruited to participate in a study. Two standardized measures were used to identify possible FM dexterity deficits and one standardized self-report was used to measure the perceived satisfaction and performance of occupations for this population. A semi-structured interview was conducted with a subgroup of 18 participants to understand the lived experiences of young adults with MS (YAwMS) and their FM performance during their occupations. Results: With quantitative and qualitative analysis, a relationship was suggested between FM scores and both perceived performance and satisfaction scores of an adapted performance measure. Conclusion: Young adults with MS perceive difficulties with occupations that are influenced by their FM status. It is recommended that occupational therapy professionals consider the motor skill needed to perform and complete occupations that specifically require FM skills.

Introduction: School-based occupational therapists aim to enable students to participate to their full potential. Participation impacts students’ socio-emotional well-being and academic achievement. Aim: This study explored elementary teachers’ perspectives on student participation where the teachers are part of a professional learning community working in a hub model and investigated how their perspectives align with occupational therapy models. Method: A qualitative research design utilizing thematic analysis and a deductive approach was chosen. Elementary school teachers completed an anonymous survey with open-ended questions. Findings: Three themes impacting student participation were identified: students' intrinsic factors, environmental/extrinsic factors, and teachers' skills and abilities enabling participation. Conclusions: In line with the Person-Environment-Occupation-Performance model and the family-Participation-Related-Constructs, teachers identified intrinsic and extrinsic factors affecting participation. While focusing on structured activities, the importance of unstructured activities and social participation were missing. Teachers identified the Professional-Learning-Community and hub-model as having a potential to enable participation but requiring good collaboration and trust between teachers.  Significance: This study supports revisiting the Person-Environment-Occupation-Performance model to include Participation. Understanding teachers’ perspectives on participation promotes collaboration between occupational therapists and teachers. However, more research is needed to identify tools for measuring and evaluating students ‘occupational participation as well as gathering students’ perspectives.