504 Accommodations for Anxiety in k-12 and College

Anxiety disorders are among the most common mental health challenges affecting children and teens today. For many students, anxiety can interfere with academic performance, classroom participation, and overall well-being at school. Fortunately, there are federal protections in place to help students with anxiety succeed in the educational environment. One of the most important tools available is a 504 Plan.

What Is a 504 Plan?

A 504 Plan is a formal plan developed under Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that prohibits discrimination based on disability. This law ensures that students with physical or mental impairments that substantially limit one or more major life activities—like learning or concentrating—receive accommodations that support equal access to education.

Unlike an Individualized Education Program (IEP), which falls under the Individuals with Disabilities Education Act (IDEA), a 504 Plan is generally less intensive and doesn’t involve specialized instruction. However, it can still offer meaningful support tailored to a student's unique needs.

Can Anxiety Qualify for a 504 Plan?

Yes. Anxiety is recognized as a mental health condition that can qualify as a disability under Section 504. If a student’s anxiety significantly impacts their ability to function at elementary, middle or high school—whether academically, socially, or emotionally—they may be eligible for accommodations through a 504 Plan.

It’s important to note that a formal diagnosis of an anxiety disorder from a medical or mental health professional is often needed to initiate the process, though the school may also conduct its own evaluation.

Examples of 504 Accommodations for Anxiety

504 accommodations are highly individualized, meaning they are tailored to the student’s specific needs. Some common accommodations for students with anxiety include:

• Preferential seating (e.g., near the door for easy exits)

• Extended time on tests or assignments

• Breaks during the school day to visit the counselor or decompress

• Modified homework or workload

• Reduced penalties for late assignments due to anxiety flare-ups

• Permission to leave class without asking if overwhelmed

• Access to a quiet or separate testing environment

• Use of calming tools or fidget items

• Check-ins with a counselor or support staff

The goal of accommodations in a 504 plan is to reduce the impact of anxiety on the student’s ability to participate in and benefit from their education—not to give them an unfair advantage, but to level the playing field.

Tips for Parents

• Be proactive: Don’t wait for your child to fail or struggle significantly before seeking help. Early intervention makes a difference.

• Educate your child: Help them understand their rights and how to use their accommodations. Self-advocacy will be essential to their success beyond high school especially if they pursue college.

• Follow up: Check in periodically to ensure accommodations are being implemented and are effective. Ask your student if their accommodations are helpful, and if not, are there other supports they would prefer instead. Anxiety can come and go and your student's accommodations may need to be adjusted or modified as well.

  
  

  

  
  

5 Differences in Accommodations Between K-12 & College

1. Legal Protections

• High School: Students are protected under IDEA (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act. Schools are legally required to identify students with disabilities, evaluate them, and provide appropriate services.

  
  

• College: IDEA no longer applies. Colleges must follow Section 504 and the Americans with Disabilities Act (ADA), but they’re only required to provide reasonable accommodations. They’re not responsible for identifying students with disabilities or creating educational plans.

2. Who Takes Responsibility

• High School: The school takes the lead. Teachers, counselors, and administrators often monitor students, schedule meetings, and ensure services are delivered.

  
  

• College: The student must initiate everything—they must disclose their disability, request accommodations through the college's disability services office, and follow through with professors.

  
  

3. Type of Support Available

• High School: Accommodations can be more extensive and proactive, such as modified assignments, shorter testing formats, or in-school counseling.

  
  

• College: Support is more limited to equal access, not academic success. Colleges might offer extended test time, note-taking assistance, or separate testing environments—but they won’t modify the curriculum or provide one-on-one help unless the student arranges it themselves.

  
  

4. Parental Involvement

• High School: Parents are often heavily involved in the process and can attend meetings, advocate for their child, and communicate directly with teachers and staff.

  
  

• College: Due to FERPA (Family Educational Rights and Privacy Act), parents have no automatic right to access a student’s educational records or speak with professors unless the student gives written permission.

  
  

5. Guiding Document

• High School: The 504 plan or IEP (Individualized Education Plan) are the guiding documents of support in k-12 schools.

  
  

• College: In college, students who need support apply with a college's Disability Support Office. We've simplified the process into 4 steps (below).

  

  If a student has been found eligible to receive accommodations in college, the student will receive a one page document called an Accommodation Letter. Check out this short video to learn more about the accommodation process in college and how to share a student's accommodation letter with professors.

  
  

Final Thoughts

A 504 plan in k-12 can be a game-changer for students with anxiety, providing the support and flexibility they need to succeed academically and emotionally. With the right accommodations and a collaborative approach, students with anxiety can overcome challenges and reach their full potential in both k-12 settings and in college.