Supporting Students with Mental Health Challenges: Understanding School Accommodations and Modifications
Mental health struggles can impact how a student thinks, learns, interacts with others, and manages day-to-day stress at school. Fortunately, public schools are required to provide support through accommodations and, when appropriate, modifications to help students succeed academically and emotionally. These supports can be written into a 504 Plan or an Individualized Education Program (IEP).
What Mental Health Conditions May Qualify for Support?
Students may qualify for services if they experience conditions like:
Anxiety
Depression
PTSD
Bipolar disorder
OCD
Emotional dysregulation
ADHD (when it impacts emotional well-being)
Other diagnosed mental health disorders that interfere with learning
Accommodations for Mental Health Needs
Accommodations help students access the same curriculum as peers by removing barriers—without changing learning expectations. Common examples include:
Environment-Based Accommodations:
Preferential seating (near the teacher or away from stressors)
Access to a calm-down or quiet space when overwhelmed
Permission to take breaks when experiencing anxiety or panic
Schedule and Workload Support:
Extended time on tests or assignments
Reduced homework load
Modified class schedule (e.g., fewer classes or partial day)
Flexibility with deadlines due to mental health crises
Testing Supports:
Small group or individual testing
Breaks during testing
Testing in a separate, quiet location
Behavior and Social-Emotional Support:
Daily or weekly check-ins with a counselor or trusted adult
Behavior intervention plans focused on emotional regulation
Positive reinforcement for coping strategies
Communication Supports:
Use of written instructions to reduce processing anxiety
Allowed use of headphones or fidget tools
Access to a school counselor or mental health professional as needed
Modifications for Mental Health Needs
Modifications are changes to what the student is expected to learn. These are less common for mental health challenges unless the student also has a significant learning impact or disability and an IEP.
Examples of modifications may include:
Simplified assignments or alternative tasks
Adjusted grading criteria
Learning from a lower-grade level curriculum in select subjects
Modified participation expectations (e.g., reduced class presentations)
Modifications are typically used when a student is not able to meet grade-level expectations, even with accommodations in place.
How to Get These Supports in Place
Start with Documentation – A diagnosis from a healthcare provider or documentation of how the mental health condition impacts school is important.
Request a 504 Plan or IEP Meeting – Parents/guardians can submit a written request to initiate the process.
Collaborate on a Support Plan – Work with the school team to identify triggers, needs, and appropriate supports.
Why These Supports Matter
Mental health challenges can be invisible—but their impact on school success is real. Students may struggle with attendance, motivation, test anxiety, social interactions, or emotional outbursts. With the right supports in place, students can build resilience and re-engage in learning with confidence.
Every student deserves a learning environment that meets them where they are. Accommodations and modifications can help ensure that mental health challenges don’t block the path to education, empowerment, and future success.
