School Advocacy and Mental Health Supports

By Julia Page, LICSW

Returning to school after a mental health-related absence can be an exciting and stressful time for many families and students. School systems are struggling with  limited resources and an increase in mental health diagnoses. For parents, it can be hard to find a balance between having realistic expectations, fostering independence, and advocating for your child’s school related needs. It’s helpful to understand parents’ and students’ rights and the various systems and supports available. 

Who To Reach Out To

Typically, the assigned guidance counselor or school social worker is a great place to start, though often the assistant or vice principal can also assist. If an IEP or 504 is already in place, there likely is an assigned contact person, usually with a title such as case manager or special education liaison.

Parents and guardians always have the right to request a meeting or evaluation regarding the student's needs. This can be done verbally or in writing. Specific school supports are guaranteed under federal law, though each state may have differing additional laws and processes.

Outside providers such as therapists or pediatricians can also assist in advocating for your child’s needs, as long as parents sign consent forms allowing information to be shared. .

Understanding 504s

A 504 plan is utilized to guarantee that a child with a disability has equal access to an education of comparable quality. It is put in place when there is a documented medical, mobility, or mental health diagnosis that impacts educational performance, but the child does not require specialized instruction (special education). In these cases, the student may have the ability to learn academically, but requires accommodations to do so.

For example: 

• A student with asthma is allowed to utilize the nurse’s office as needed or at specific times of day. They have access to alternative activities for outdoor recess or PE if symptoms are heightened.

• A student with ADHD has priority seating in the front of the classroom, access to a separate space to complete examinations, and teacher support with breaking down assignments into smaller parts.

Understanding IEPs

An Individualized Education Plan (IEP) is designed for al student who is diagnosed with one of the disabilities that falls under the 13 categories listed in the policy (Individuals with Disabilities Education Act: IDEA) and this diagnosis adversely affects their academic performance, making them eligible for special education. Either a parent or educator can request that a student be evaluated for an IEP, but this evaluation can only be done with parental consent. When a request or referral is received, the team must meet within 10 school days to determine if an evaluation is needed. Once this is determined and consent is given, evaluations must be completed within 60 calendar days. 

Common questions:

If my child has one of the specified diagnoses, will they automatically get a 504 or IEP plan?

No - simply having a diagnosis does not qualify you for special education or accommodations. There needs to be evidence that the diagnosis impacts the student’s ability to access education or that it negatively affects their educational performance. As part of the evaluation process, schools will gather information from teachers and records, observe, and potentially complete testing. 

I don’t see my child’s diagnosis under one of the 13 categories listed. an they still get supports in school if I think it is impacting their education?

Yes - schools have multi-tiered systems of supports that can be used even prior to seeking more formal planning or evaluations. If those interventions are not sufficient, you can then explore a referral to the evaluation team for a 504 plan or IEP. If there is evidence that their academic performance has been negatively impacted, an IEP can be pursued under the category “Other health impairment”. 

I think my child needs an alternative school placement, can I advocate for that through an IEP?

Yes and no - typically to access an alternative school placement such as a therapeutic or clinical school setting, an IEP would be needed. However, under educational law, the least restrictive setting must always be considered first. 

Can my child get suspended or expelled if they have an IEP?

Yes- but there are specifications.  For actions warranting suspension or expulsion, a student with an IEP may be suspended, but for no more than 10 cumulative days. Beyond the 10 days, there are additional protections and procedures to determine if the behavior was a direct manifestation of the disability covered under the IEP. Certain behaviors such as possession of drugs or weapons may not be protected under special education law. 

Can my child receive special education services in a home school or private school setting?

Possibly - the local public school district has a responsibility to evaluate and develop an educational plan if the student meets criteria. However, for both private and home school students, the services they can provide may be limited or only offered if the student enrolls at least part-time in the public school. This access and availability may also differ by state and district. 

Can 504 Plans and IEPs provide mental health support in school? 

Yes, to an extent - Many mental health diagnoses are covered under 504 Plans and IEPs. While schools are often able to provide accommodations related to mental health diagnoses and/or support from school counselors and social workers, the primary goal of these interventions is to make education accessible. If struggling across settings, students may also benefit from mental health support separate from the school environment. Some schools can provide referrals to external mental health partners who can provide support, often virtually. 

At Bradley, we have a variety of levels of care for children and teens and would be happy to talk about the options available. Additionally, at Bradley REACH our clinicians understand the complicated nature of navigating school systems and are able to help families and teens coordinate with schools about ongoing needs and to support with transitions out of higher levels of care. 

For further information on special education and IEP processes, please refer to the following resources or contact your local school district:

Understanding Special Education: A Parent Guide

Archived: IEP Guide relating to IDEA 97 (does not apply to newer IDEA 2004 Reauthorization) (PDF)