Aydoner Bektas, Selen2026-02-102026-02-1020261941-12431941-125110.1080/19411243.2026.26145202-s2.0-105027997341https://doi.org/10.1080/19411243.2026.2614520https://hdl.handle.net/20.500.14627/1411Traditional perspectives on school readiness have emphasized child-level competencies such as cognitive, language, and behavioral skills. While important, the narrow focus overlooks the ecological systems - families, teachers, and communities - that shape children's adaptation to school. The participation-oriented perspective of occupational therapy has also been largely absent from the discourse. The School Readiness Ecological Approach (SERA) reframes school readiness as a matter of ecological fit rather than merely a set of children's skills. Based on Bronfenbrenner's ecological systems theory and the Person - Environment - Occupation model, SERA conceptualizes readiness as the outcome of dynamic exchanges between children, families, educators, schools, and policy environments. SERA addresses key gaps by: (1) shifting focus from isolated child attributes to participation in real-life contexts; (2) integrating occupational therapy's holistic perspective into readiness; and (3) providing a multi-level framework to guide research, practice, and policy. SERA emphasizes four domains - child, family, educational environment, and community - as interconnected contributors to school readiness trajectories. As a conceptual bridge across education, health, and social systems, SERA will broaden theoretical scope, foster interdisciplinary collaboration, and promote inclusive, and sustainable strategies. Reconceptualizing school readiness as ecological fit will help move beyond deficit-based views and support more equitable and effective school transitions.eninfo:eu-repo/semantics/closedAccessEcological SystemsOccupational TherapyPreschoolSchool ReadinessArticle