5 Facts About Mental Health Services in IEPs and 504 Plans

Education and mental health are developmentally linked, and as a result, schools play a critical role in addressing mental health for children. According to a report from The National Center for Youth Law, “Childhood development and learning are impacted by a variety of factors, including psychological, social, and emotional processes…When students receive the social, emotional, and mental health support they need, they can focus on engagement in school and learning. Conversely, untreated mental health needs can interfere with school attendance; research shows a connection between a child’s unwillingness to attend school and conditions such as depression, separation anxiety disorder, and generalized anxiety disorder.” Here are 5 facts about mental health services in IEPs and 504 plans.

1. School is about more than academics

IEPs and 504 plans are commonly thought of as educational support tools, but they can also be used to support emotional and mental health in school. Undivided Special Education Advocate Lisa Carey encourages parents to think more broadly about what a school day entails. “School is everything from drop off to pick up. It involves not just math and English, but also the ability to use the bathroom, walk through the hallways, follow directions, and get out of the car.”

2. Mental health eligibility mechanisms exist for IEPs and 504 plans

A child can qualify for mental health services in an IEP under the categories “Emotional Disturbance/Disability (ED)” or “Other Health Impairment (OHI),” or, if they already have another qualifying diagnosis, through having a mental health diagnosis (ED or OHI) listed as a secondary qualifying diagnosis in the IEP (although the format this appears in the IEP can vary from state to state). To receive mental health services through the IEP, their mental and/or emotional health must be affecting their social emotional performance, access to learning, self-help, and/or vocational needs in school.

A child can also qualify for a 504 plan if they have a diagnosis that affects their learning—and depression, anxiety, and OCD can all do that.

3. An assessment is required

Like anything else in an IEP or 504 plan, receiving mental health services will require a thorough assessment. You can make a formal request in writing for an assessment. The school will arrange the evaluation, which may be provided by a school psychologist or through an outside professional.

Note that the evaluation is necessary even if your child has already received a medical diagnosis from a psychiatrist, pediatrician, or neurologist. Having a DSM diagnosis may help a child qualify for an IEP or 504 plan, but it’s not required as the school is a separate entity and must do its own evaluation. Carey notes, “If you have a diagnosis from the outside, that can help in the assessment process. But an IEP is an educational document and not a clinical or medical document. So a diagnosis is never actually required. Even when a child has something like autism, a medical diagnosis of autism can be different than an educational diagnosis of autism, meaning it has to affect their ability to access school, in one way or another, in order for them to need an IEP or even a 504 plan.”

4. Your child’s voice matters

Your child will know the details of their experience best. Whenever possible, encourage them to share about what is happening at school. Explain which supports may be available to them and check with them to see if there are accommodations they think would be helpful. Once the assessment is complete and if they are comfortable with it, they can join you in meeting with the IEP team to go over the evaluation and the recommendations for accommodations, modifications, and other related services to create a supportive plan.

“Include the child as much as possible in the decisions,” advises Carey. “It doesn’t mean they sit through the entire meeting and hear negative things, but they can contribute about what they think would help them at school.”

5. Open communication with the school is mutually beneficial

Whether it’s with your child’s teacher or their IEP team, it’s crucial to keep an open line of communication with the school for a mutually beneficial feedback loop. Carey notes that while it’s always a good idea to be in close communication with school staff, it’s especially important when medications are involved. “Keep school updated with changes, especially if there is a medication change, because sometimes things can show up in different ways at school and you want to know from the school what they are seeing in their environment to determine if the medication is the right fit.”

For more on IEPs, 504 plans, and mental health, check out the resources below.