If you have a child who struggles with mental health concerns, you most likely have started thinking about how mental health accommodations work in college, if your child receives accommodations at their high school currently or has in the past. Navigating the transition to college is a significant milestone for all students, but especially for those managing mental health conditions. Understanding and securing reasonable accommodations is pivotal in ensuring your child’s academic success and overall well-being. The sooner you start looking into the accommodations available and the process of receiving them at each school your child is considering, the better you will be able to position them for success by making an informed and aligned choice for their needs.
Differences in Mental Health Accommodations in College vs. High School
In the United States, students with disabilities are protected by federal laws, including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. These laws prohibit discrimination based on disability, including mental health conditions. Under these regulations, colleges and universities must provide reasonable accommodations to students with documented disabilities, ensuring they have equal access to educational opportunities.
However, the implementation of these accommodations can differ significantly between high school and college. High schools often take a more proactive role in identifying students needing assistance and coordinating their accommodations. In contrast, college students must take the initiative to disclose their mental health conditions to the institution’s disability services office and request accommodations. This process often involves providing medical documentation and working with college staff to determine appropriate accommodations. IEPs and 504 plans do not automatically transfer to college; every college has its own documentation guidelines. The graphic below shows side-by-side differences in high school vs. college accommodations policies and practices.
Organization for Autism Research: https://researchautism.org/blog/the-transition-to-college-changes-in-disability-supports/
Colleges typically require thorough documentation from a qualified healthcare provider to determine eligibility for accommodations. This documentation should include a formal diagnosis of the mental health condition, a detailed description of how the condition impacts academic functioning, and specific recommendations for accommodations. Most institutions require recent documentation, often within the past one to three years, and be provided by a licensed professional, such as a psychologist, psychiatrist, or therapist. The report should also outline the student’s treatment history and any past accommodations that have been effective. Some colleges may have their documentation guidelines or forms that need to be completed, so it’s essential to check with the school’s Disability Services Office early in the process to ensure all requirements are met.
Here is a link to an example policy at Indiana University, Bloomington: https://studentlife.indiana.edu/care-advocacy/iub-aes/documentation.html
The good news is that college accommodations can be broader than high school accommodations. Colleges can think about your needs holistically – academic, housing, transportation, and recreation. Colleges will determine what they believe are reasonable accommodations for your child to access the curriculum in their classes and other education opportunities. They are designed to level the playing field without compromising academic standards.
it is critical that you have honest conversations about the support services and accommodations your child will need in college at the beginning of the college search process. It is essential to have open and honest conversations about your student’s mental health. I recommend involving the student’s therapist in the conversation, which can be invaluable in ensuring comprehensive support for their mental health needs during the college search and transition. Their therapist can provide valuable insights into the student’s strengths, challenges, and coping strategies and offer guidance on necessary support once the student transitions to college.
The accommodations they might be eligible for are determined by what the college is willing to do, the resources available, and how well your child makes the case that they need the accommodation(s). Oftentimes, there will be a bit of back and forth between the disabilities services office and your student. So, being prepared and knowledgeable is critical in the advocacy process.
Key Questions Colleges Typically Ask For Accommodation Determinations:
- How does this condition impact the student?
- What problem situations can they attribute to the disability?
- How have they modified tasks or environments to compensate for their condition in the past?
- What support services have they used in the past?
- What adaptive or assistive technologies have been helpful in the past?
Common Accommodations for Mental Health Conditions
Colleges offer various accommodations tailored to individual needs. Some common examples include:
- Extended Time on Exams: Allowing additional time to complete tests can alleviate anxiety and provide a fair assessment environment.
- Quiet Testing Locations: Providing a distraction-free space can help students who are easily overwhelmed in standard testing settings.
- Flexible Deadlines: Offering assignment extensions can accommodate students during heightened mental health challenges.
- Note-Taking Assistance: Providing access to lecture notes or note-taking services can support students who struggle with concentration during classes.
- Reduced Course Load: Allowing students to take fewer courses per semester can help manage stress and maintain mental health.
- Priority Registration: Enabling early course registration allows students to design a schedule that best supports their mental health needs.
It’s important to note that accommodations are determined case-by-case, considering the student’s specific circumstances and documentation.
Why Accommodations Should be Part of the College Research Process
Evaluating a college’s accommodation policies early in the research process is essential. Not all colleges provide the same support and accommodations, so making this part of your process will ensure all institutions on your child’s college list meet their mental health needs and provide a supportive academic experience.
Steps to Research College Accommodations
- Visit Disability Services Websites: Most colleges have a Disability Services Office (DSO) with a dedicated website outlining available accommodations and services. Reviewing these resources can provide insight into the support structures in place.
- Contact Disability Services Directly: Communicating directly with the DSO can clarify specific accommodations, application procedures, and required documentation.
- Assess Counseling and Mental Health Resources: Evaluate the availability of on-campus mental health services, including counseling centers, support groups, and wellness programs. I have put together a database that will continue growing with information and links to mental health resources at colleges nationwide. Link here: College Mental Health Resources Database–https://tinyurl.com/yuf6r6a5
- Review Housing Accommodations: If on-campus living is anticipated, inquire about housing accommodations, such as single rooms or quiet living environments, which can be beneficial for mental health management.
- Understand the Application Process for Accommodations: Familiarize yourself with the institution’s request process, including timelines and necessary documentation.
- Seek Student Testimonials: Connecting with current students who utilize accommodations can provide practical insights into the effectiveness and accessibility of the services offered.
Not all colleges are the same, and there is no mandate to offer the same services or evaluate mental health conditions similarly.
Legal Protections and Student Rights
Students with mental health conditions are protected under federal laws that entitle them to reasonable accommodations. It is necessary to understand these rights to advocate effectively for the support your child needs. The National Center for College Students with Disabilities: https://nccsd.ici.umn.edu/ is a wealth of information. It has resources, including the contact information for disability service providers at nearly every degree-granting college and university in the U.S., and a clearinghouse of their favorite resources about disabilities and higher education.
Wrapping Up
Understanding your child’s rights, the differences in accommodations from high school to college, and finding a supportive environment can help your student navigate this complex landscape. With proper preparation and advocacy, students with mental health challenges can thrive in their college journey. Proactively researching and securing reasonable accommodations for mental health conditions is a vital component of the college search and application process. By understanding the accommodations available and evaluating each institution’s support structures, students can make informed decisions that promote both academic success and personal well-being.
I look forward to your conversations with your students, teens, and young adults. Let’s make this journey joyful and transformative for them!
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