Abstract

Interprofessional practice between teachers and speech-language therapists (SLTs) is essential to supporting learning and inclusive education in school. Its progress, however, in education is not meeting expectations. This study explored the conditions for Interprofessional practice in the perceptions of teachers and SLTs who worked together in education. Semi-structured interviews were conducted with 34 professionals (17 teacher-SLT pairs). Using reflexive thematic analysis, the interviews were examined, from which themes and subthemes were developed. The conditions perceived by teachers and SLTs for the development of interprofessional practice were organized at a political, municipal, school, and individual level, drawing on Bronfenbrenner`s Ecological model (2006). These results shed light on the varied needs perceived by teachers and SLTs, which should be considered when planning and allocating resources. These insights will be helpful for decision-makers wishing to advance their schools towards inclusive educational contexts. © The Author(s) 2025