When anxiety, depression or ADHD starts to get in the way of a teen’s school day, families often hear about two kinds of school support: a Section 504 plan and an Individualized Education Program (IEP). This guide explains how the two differ, who may qualify, how to ask a Maryland public school for an evaluation, and what supports teams often consider. It is general information, not legal advice, and local procedures vary by school system. If your teen is in immediate danger, call 911, the nearest ER, or call or text 988.
Key Takeaways
- A 504 plan changes how a student accesses school, through accommodations. An IEP adds specially designed instruction and related services.
- A mental health condition can qualify a student for either one, depending on how much it affects school.
- A diagnosis on its own does not decide eligibility. The school team looks at how the condition affects learning and daily school life.
- In Maryland, a request for an IEP evaluation should be made in writing, and the school has set timelines to complete it.
- Outside care and school supports can work side by side when families choose to share information.
How Anxiety, Depression and ADHD Can Affect School
Mental health symptoms often show up at school before anywhere else. A teen with anxiety may avoid presentations, freeze on tests or miss classes. Depression can drain energy, slow thinking and make it hard to start or finish work. ADHD can affect focus, organization, time management and turning in assignments. When these patterns last and grades, attendance or friendships start to slip, it may be time to talk with the school about formal support. For help telling these patterns apart, see ADHD vs. anxiety vs. sensory overload.
504 Plan vs. IEP: What Is the Difference?
A Section 504 plan comes from a federal civil rights law. It covers students with a physical or mental impairment that substantially limits one or more major life activities. Under the federal definition of disability, those activities include learning, reading, concentrating, thinking, sleeping and communicating. A 504 plan usually provides accommodations in the general classroom, such as extra time or a quieter testing space.
An IEP comes from the Individuals with Disabilities Education Act (IDEA). It is for students who have a qualifying disability and need specially designed instruction because of it. An IEP includes measurable goals and can add services such as counseling or social skills instruction. The Center for Parent Information and Resources has a plain-language overview of what an IEP contains.
Can a Mental Health Condition Qualify a Teen?
Yes, in either pathway, when the condition affects school enough. For a 504 plan, the question is whether the condition substantially limits a major life activity such as learning or concentrating. The federal definition also says a condition that comes and goes, such as depression that flares, can count if it would be limiting when active, and that benefits from medication are not counted when deciding whether a limit exists.
For an IEP, IDEA lists specific categories. Two that often apply to mental health are emotional disability (called emotional disturbance in federal rules), which includes a pervasive mood of unhappiness or depression or fears tied to school problems, and other health impairment, which names ADHD. In each case the condition must affect educational performance and the student must need specially designed instruction.
A medical or clinical diagnosis can help the team understand a teen, but it does not decide eligibility by itself. The difference between a medical diagnosis and school eligibility works the same way for many conditions. Families of younger children moving into school services may also find the guide to transitioning from early intervention to a Maryland public-school IEP useful.
How to Request an Evaluation in Maryland
Parents can ask for an evaluation at any time. Putting the request in writing creates a clear record and starts the clock. Helpful steps include:
- Write to the principal or the school’s special education or 504 coordinator and keep a copy.
- Describe what you are seeing at home and at school, such as missed days, falling grades, avoidance or trouble finishing work.
- Ask whether the team will consider an IEP evaluation, a 504 evaluation, or both.
- Include any outside reports you choose to share, such as notes from a pediatrician or mental health provider.
- Keep a simple log of emails, meetings and decisions.
Under Maryland’s special education rules, COMAR 13A.05.01.06, an IEP team must complete an initial evaluation within 60 days of parental consent for assessments and within 90 days of receiving a written referral. Federal 504 rules require schools to evaluate a student before an initial placement and to draw on information from a variety of sources (34 CFR 104.35). Ask your school system how it handles 504 timelines.
504 and IEP Supports Teams Often Consider
Supports are chosen for each student, so plans look different. Examples teams may discuss for anxiety, depression or ADHD include:
- Extended time on tests and assignments, or testing in a quieter room.
- Breaks or a pass to a trusted staff member when distress builds.
- A gradual plan for returning to class after absences, with help making up work.
- Check-ins with a counselor or a point person at school.
- Help with planning and organization, such as written assignment lists or a check of the planner.
- Preferential seating and reduced distractions.
- For an IEP, goals and services such as counseling, social skills or executive function instruction.
If attendance is part of the picture, the guide to school refusal and academic anxiety in Maryland covers chronic absence and how a graded return can be planned with the school.
Your Rights if You Disagree
Families receive a copy of the team’s written decision and have procedural rights under both laws. If you disagree with an eligibility decision or a plan, you can ask questions in writing, request another meeting, and ask the school system about options such as mediation or a due process hearing. The Maryland State Department of Education and each local school system publish parent guides to these safeguards.
Bringing Your Teen Into the Process
Teens often know which situations are hardest and which supports they would actually use. Under IDEA, the student can be part of the IEP team whenever appropriate, and must be invited when transition planning for life after high school is discussed. Asking your teen to help pick a few supports can make the plan feel less like something done to them. For ideas on keeping those conversations calm, see family support for struggling teens.
How Outside Care Can Fit With a School Plan
School plans support access to learning, while outside care focuses on the teen’s symptoms and skills. With your written permission, a teen’s provider can share information that helps the school team, such as how symptoms affect focus or attendance. Families decide what is shared and with whom. Outside care can include approaches such as CBT and ACT therapy for anxiety and depression and, when a prescriber recommends it, medication management. For broader warning signs and ways to help at home, see the teen mental health guide. For teens who are questioning their gender, see the guide to gender identity exploration and affirming care in Maryland.
Blue Sails offers therapy and psychiatric support for tweens and teenagers in Maryland. Families can start with client intake.
For a broader overview of teen mental health, family communication and when to seek support, see the relationships, family and teens guide.
For a broader overview of children, teens and school mental health, and when to seek support, see the children, teens and school guide.
Frequently Asked Questions
What is the difference between a 504 plan and an IEP?
A 504 plan provides accommodations so a student with a disability can access school. An IEP, under IDEA, provides specially designed instruction, measurable goals and related services for students who qualify and need them.
How long does a Maryland school have to complete an IEP evaluation?
Under COMAR 13A.05.01.06, an IEP team must complete an initial evaluation within 60 days of parental consent for assessments and within 90 days of receiving a written referral.
Does my teen need a diagnosis to get a 504 plan?
A diagnosis can help, but it does not decide eligibility by itself. The school looks at whether a condition substantially limits a major life activity such as learning or concentrating.
Does an IEP transfer if a family moves to another Maryland county?
Under federal rules, when a student with an IEP moves to another school system in the same state during the school year, the new system must provide services comparable to the old IEP until it adopts that IEP or develops a new one.
Can my teen attend IEP meetings?
Yes. Under IDEA, the student can join the IEP team whenever appropriate and must be invited when the team discusses transition planning for life after high school.
Sources
Sources: 42 U.S.C. § 12102 — Definition of disability, 34 CFR 104.35 — Section 504 evaluation, 34 CFR 300.8 — IDEA disability categories, 34 CFR 300.323 — IEPs for students who transfer, COMAR 13A.05.01.06 — Maryland evaluation timelines, Center for Parent Information and Resources — IEP overview.