Supporting the mental health of students accessing special education supports and services
Every student learns, thinks and experiences the world uniquely. Students may or may not have a diagnosis and/or a formal identification, but every student has a unique profile of skills and abilities. Students who access special education supports and services have a range of experiences and knowledge from their families and communities that are invaluable for supporting their learning and well-being. However, they can also experience barriers that affect their mental health, such as stigma, misunderstanding, social exclusion, or sensory and learning environments that don’t meet their needs. Mentally healthy schools work to create inclusive classrooms where every student feels valued, supported and able to participate fully in learning and school life.
What the research tells us
- Bolstering emotional, social and mental health literacy skills can be a protective factor for students accessing special education supports and services.
- For students accessing special education supports and services, indicators of emerging mental health concerns may go unrecognized or overshadowed by their learning profile and related needs.
- Students who are accessing special education supports and services tend to be at a higher risk of mental health problems than their peers due to the systemic inequities and ableism they may experience.
Why this is important
Students accessing special education supports and services are an integral part of every school community. When the learning and well-being needs of students are understood and supported, they can thrive – academically, socially and emotionally.
Students accessing special education supports and services may face stigma, exclusion or environments that are not designed for their success. These barriers can lead to frustration, disconnection or mental health challenges that go unnoticed.
People with disabilities spend a lot of their time learning how to navigate a world that isn’t accessible, seeking accommodations and advocating for our needs and rights. If everyone took a fraction of this time to learn how to adapt to my needs, life would be much more equitable for me. – Ontario secondary student, 2025
This matters because inclusion is not just about access – it’s about belonging. When schools embrace practices, policies and structures that dismantle barriers and amplify student strengths, abilities, experiences and ways of knowing and being, every student can thrive.
Supporting student wellness
Mentally healthy schools promote the wellness of students accessing special education supports and services by:
- using a strengths-based lens that focuses on abilities, not deficits
- affirming the unique and intersecting identities of every student, creating conditions that bolster protective factors and mitigate risk factors
- co-creating environments that are responsive and accessible to all learners
- delivering student mental health learning, supports and services that are accessible and inclusive
- amplifying student perspectives and leadership through student engagement
- building authentic, bi-directional relationships with families and caregivers that centre their lived experiences and expertise
- noticing and responding early when signs of a possible mental health concern emerge
- collaborating with those in the student’s circle of support to coordinate supports and services
A shared responsibility
Supporting the mental health of students accessing special education supports and services takes collaboration and commitment across the education community:
- School staff create flexible, responsive learning spaces that honour the strengths, abilities and needs of every student.
- School leaders set conditions and allocate resources to support equitable participation.
- Families and caregivers share insight, experience and expertise to guide support plans.
- Special education resource teachers provide support, strategies and bolster skills that promote mental health.
- School mental health professionals offer evidence-informed student-centred care.
Together, these partnerships ensure every student is seen for their strengths, supported in their challenges and celebrated for who they are.
Resources to support students accessing special education supports and services
Argenyi, M. S., Mereish, E. H., & Watson, R. J. (2022). Mental and Physical Health Disparities Among Sexual and Gender Minority Adolescents Based on Disability Status. LGBT Health, 10(2), 130–137. https://doi.org/10.1089/lgbt.2022.0032
Augustine, L., Bjereld, Y., & Turner, R. (2024). The Role of Disability in the Relationship Between Mental Health and Bullying: A Focused, Systematic Review of Longitudinal Studies. Child psychiatry and human development, 55(4), 893–908. https://doi.org/10.1007/s10578-022-01457-x
Rose, R., Howley, M., Fergusson, A., & Jament, J. (2009). MENTAL HEALTH AND SEN: Mental health and special educational needs: exploring a complex relationship. British Journal of Special Education, 36(1), 3–8. https://doi.org/10.1111/j.1467-8578.2008.00409.x
Thapar, A., Livingston, L. A., Eyre, O., & Riglin, L. (2022). Practitioner Review: Attention‐deficit hyperactivity disorder and autism spectrum disorder – the importance of depression. Journal of Child Psychology and Psychiatry, 64(1), 4–15. https://doi.org/10.1111/jcpp.13678