While most children have developed effective handwriting by secondary school age, some have handwriting difficulties that hamper academic progress. Occupational therapists play a role in assessment and planning support, which may include introducing typing as an alternative. However, there is limited understanding regarding how decisions are made about recommending typing. This study explored the support provided to adolescents with handwriting difficulties by occupational therapists, and the contextual factors that influence their decision-making.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was funded by a research priority grant awarded by the UK Occupational Therapy Research Foundation to MP (Principal Investigator), Brunel University London
