For the grieving student: Lessons learned as an early-career OT professional

Occupational therapy (OT) and occupational therapy assistant (OTA) students undergo the everyday rigor and occupations of a student: studying for midterms and finals, attending clinical fieldwork, submitting papers, and staying present during labs and patient simulations. OT and OTA students engaging in these occupations may experience potential stress and burnout, especially amid the COVID-19 pandemic (Hamed et al., 2023). Unfortunately for me, these stressors as an OT student were exacerbated by the passing of my father on March 30, 2021.

My father was diagnosed with terminal cancer in January 2021. At the time, I was a second-year entry-level doctor of occupational therapy (OTD) student managing the spring semester and preparing for Level II fieldwork in the summer. Because COVID-19 had shifted coursework to remote learning, I was able to take on caregiving responsibilities at home. During this period, I balanced evening caregiving with daytime classes and academic requirements, which contributed to significant stress and fatigue. After my father's passing, my program faculty granted me a month of leave before I returned to complete my Level II fieldwork rotations, OTD capstone, and ultimately graduate in May 2022.

Reflecting on my Level II and early career experiences in inpatient rehabilitation and outpatient neuro/orthopedics, I recognized similarities between my clinical caregiving roles and those I held while caring for my father, a connection research suggests is rooted in the brain's tendency to revisit earlier traumatic experiences (Backman, 2025). With few boundaries between my personal and professional lives, grief and work became unsustainably intertwined. The following tips are based on what I learned, and intended to support OT or OTA students who are experiencing grief.

Tip #1: Practice self-awareness

As students navigate experiences of grief and loss, engaging in transformative growth (Auriemma, 2025) and remaining grounded in your occupational identity become essential. Occupational identity reflects both who you are and who you strive to become as an occupational being (Kielhofner, 2008), shaped by personal values and interpersonal relationships. Practicing self-awareness—knowing thyself—can guide these moments. For example, if you identify as an empathetic or highly sensitive person, consider how different practice settings align with your emotional needs, and set boundaries when necessary. Continually ask yourself whether it may be the right time to step back from academics or clinicals, and advocate for the time and space you need when possible.

Tip #2: Establish communication with faculty and fieldwork supervisors

Consider how to communicate openly with your faculty and fieldwork supervisors about your grief and loss. Grief can affect a student’s ability to think critically or perform consistently in clinical situations. If needed, explore official or unofficial university accommodations that can help support your success during fieldwork and academics. For example, faculty at my university encouraged me to utilize the Office of Accessibility Resources due to my mental illness and grief. During a fieldwork simulation intensive week shortly after my father passed away, accommodations for paper or assignment deadlines were established to support my academic success. Additionally, lean on the surrounding OT community as well—they are deeply supportive, understanding, and committed to your well-being.

Tip #3: Utilize your emotional supports

Building on the importance of social support, OT and OTA students are encouraged to lean on family, friends, and classmates for emotional well-being. Emotional support “is the most desired type of support following a traumatic loss” (Cacciatore et al., 2021) and can often be found among the many caring individuals within and beyond the OT community. Professional counselors and mental health therapists can play a role in providing compassionate support during this time. Universities may have a mental health/wellness center for access to free counseling services. Additionally, consider one or two close family members or friends you feel comfortable leaning on for emotional support. The topic of grief may or may not be mentioned in conversation; however, getting together for leisure activities like coffee can be a way of boosting spirits. Emotional support from any loved one can be beneficial for the grieving student.

Tip #4: Practice self-care and self-kindness

Lastly, remember that grief is nonlinear and highly individualized. Practice kindness toward yourself by engaging in occupations that support your holistic occupational identity. For me, this meant traveling between fieldworks, journaling daily, spending time with friends and family, and staying physically active. When clinical situations felt emotionally “close to home,” I relied on meditation and open conversations with a supervisor about my needs. Strategies for coping look different for each person, but what remains important is giving yourself grace to navigate both the loss of a loved one as well as the growth of establishing yourself as an occupational therapy practitioner.

Conclusion

As an early-career clinician reflecting on my time as an OT student navigating grief and loss, I recognize how my personal and professional identities were shaped. My journey toward becoming an occupational therapist was influenced by my grief, yet learning to establish boundaries that supported my effectiveness as a clinician was a gradual and necessary process. To the OT or OTA student currently grieving, know that you are not alone. Faculty and supervisors are available for open, supportive conversations, and loved ones can provide additional comfort when you feel ready to share. It is possible to achieve your goal of becoming an occupational therapy practitioner after the loss of a loved one. Allow this experience to contribute to your transformative growth and guide you toward becoming a compassionate, grounded practitioner.

Ariel Lontoc, OTD, OTR/L, received her Bachelor of Arts degree from the CUNY College of Staten Island and received her doctorate in occupational therapy from the MGH Institute of Health Professions in 2022. She has 3 years of clinical experience in various settings, including inpatient and outpatient neuro and hand therapy, and outpatient pediatrics. She now specializes in early intervention, specifically with parent/caregiver coaching. She also runs an Instagram account, @threadsofresilience_ot, in which she highlights balancing grief and mental health with her OT journey.

References

Auriemma, D. (2025, January 1). Practicing with purpose amid grief: A personal journey. OT Practice, 30(1), 30-32. https://www.aota.org/publications/ot-practice/ot-practice-issues/2025/practicing-with-purpose-amid-grief

Backman, I. (2025, August 6). How our past trauma drives our brain’s response to new stress. Yale School of Medicine. https://medicine.yale.edu/news-article/how-our-past-trauma-drives-our-brains-response-to-new-stress/

Cacciatore, J., Thieleman, K, Fretts, R., & Jackson, L. B. (2021). What is good grief support? Exploring the actors and actions in social support after traumatic grief. PLoS One, 16(5). https://doi.org/10.1371/journal.pone.0252324

Hamed, R., Assaf, M., Cipolla, H., Qurin, C. R., Voss, A., Walker, S., Wheeler, A., & Zhang, S. (2023). Burnout in OT students & coping mechanisms to manage stress. American Journal of Occupational Therapy, 77(Suppl. 2), 771505138p1. https://doi.org/10.5014/ajot.2023.77S2-PO138

Kielhofner, G. (2008). Dimensions of doing. In G. Kielhofner (Ed.), Model of Human Occupation: Theory and application (4th ed., pp.101–109). Lippincott Williams & Wilkins.