Rise in 504 Plans

Teenagers frequently experience many social, and mental issues that impact their ability to learn. These issues can be caused by many things, but school is often a major cause for some students. 

The recent growth of 504 plans for students has caused school districts to evaluate the root of the increase in these academic support plans.

The American Psychological Association states that 49% of high school students reported feeling a great deal of stress on a daily basis. Overwork and academic performance can affect these stress levels. However, amongst stress, students deal with many other personal issues.

504 plans have become more widely used today. There are many reasons why someone needs accommodation from a plan. They help provide support for students who need it and whether it be mental or physical, each problem is prioritized. Some reasons for a 504 are things like, ADHD, anxiety, asthma, and diabetes. They could be physical, or emotional. Students who experience an injury, like a concussion or broken arm, might also get a 504.

“Sometimes its clear when someone needs a 504, maybe we see dips in grades or teachers are noticing some things, and there's a drastic change in their work ethic. Or, there could be things going on outside of school and parents bring it to our attention. The signs could be different for every student though,” NHS counselor Alexa Kobani said. 

This plan can also be temporary,  for example in the case of an injury.  Due to the fact that these revolving issues affect activity in an ongoing classroom, a student's full potential can still be reached because the 504 can help them subtly. However, these things aren’t taken lightly and are dealt with accordingly. 

“In order to get a 504 plan, the student would have to first have a diagnosis from a provider that could be a doctor, it could be a therapist. Then they would send that into their school counselor, we would schedule a meeting which is called an eligibility meeting,” Kobani said.

Every 504 plan differs from another. Each limitation involves a specific plan to guide a student. Accommodations usually include things like  medical support, learning environment changes, assistive technology, extended time on tests, taking breaks during class, alternative test taking spaces, or even early release. All of which are used in different scenarios and can prevent uncomfortable learning. However, this differs from an IEP because that involves specialized instruction. 

“The accommodations have helped me a lot when I am in class. When I don’t have enough time when I am doing a project or a test and get extra time and it’s a lot of help so I can turn in an almost perfect project or test. Also, when I need some help on something during my project my teacher helps me step by step and it leads me in the right direction. Overall my 504 helps me a lot when I am having trouble and I need help with a step or just some extra time,” NHS sophomore Charlotte Grasso said.

A 504 levels an education by allowing a regular learning situation. Necessities are provided for every student and align with whatever personal situation a student has. But, also allow a student to advocate for themselves.                                                                                                                                            Today 504 plans have increased because society has become more aware of disabilities, and there are easier ways for people to be diagnosed. The Rehabilitation Act of 1973 has expanded a wider understanding of different struggles people face.

“I got my 504 when I was in 7th grade and I got it for ADHD, and I believe it helps me focus more in class, and makes it so'm not as distracted,’’NHS freshman Blake Dirschel said.

Schools have recognized these issues and have implemented them into their districts. With more input from federal guidance and advocating students and parents, a level of understanding can be achieved. Every mental issue and disability is more normalized in society today. People have become more familiar with today's issues, which is why these specific plans are encouraged in school districts in the first place. 

“I think that we are learning more everyday, from a neuroscience perspective of how the brain works and what factors might contribute to students needing additional support,”NHS mathematics and former special education teacher Amy Travers said.