Abstract
Students with disabilities are disproportionately affected by co-occurring mental health conditions, yet these needs are often overshadowed by primary diagnoses and treated solely as behavioral concerns. This commentary highlights the urgent need to integrate mental health supports into special education by aligning policy and practice within collaborative school-wide systems of support. Promising practices and recommendations for teacher support are discussed.
Keywords
Special education, Mental health, School-based providers, Multi-tiered systems of support, Students with disabilities