The Dark Underbelly of Your American School District part 10:
Anxiety: A Red Flag for Child Find
Warning: this article discusses suicide in children
Anxiety that impairs a child’s ability to focus, go to school, or to access learning can, in and of itself, be classified as a disability that must be responded to by schools under IDEA special education law. School anxiety and avoidance is very common in neuro-atypical kids, and those with learning disabilities. It is a product of the constant stress and failure kids experience when teachers neither recognize they learn differently, nor understand how to teach them.
From: The Office of Special Education and Rehabilitative Services
“Studies suggest that LD individuals are twice as likely to struggle with mental health issues, such as anxiety and depression, as the general public. Much of this correlation…likely stems from the lasting impacts of educational trauma in a system that all too often fails LD children and repeatedly tells them that they are worthless from a young age.
We need to recognize LD individuals as not just having reading issues or a processing delay. We need to see the whole person, including our other conditions often associated with learning disabilities. We need to provide support for those conditions as well.”*
Suicide attempts are also much more likely to occur in special education youth. The increased risk varies somewhat based on the type and number of disabilities. However, youth with special education disabilities have between 3 and 9 times higher rates of suicide attempts relative to youth who did not identify having any disability. Children on the autism spectrum are at the highest risk for suicide, and those who have a high IQ (twice exceptional) are at even greater risk.**
Many kids in today’s pressure cooker schools are struggling with anxiety.*** But it is eminently clear that school anxiety or avoidance in children is a red flag. It warrants investigation. It warrants intervention. And it warrants an assessment for learning disabilities, ADHD, autism spectrum, and sensory processing challenges. If we find these kids and address their issues, we can help alleviate so much pain.
School districts have been known to deflect educational assessments by saying a child’s problem is anxiety. Or if the child has a diagnosed learning disability, they will focus on their anxiety as a cause for lack of progress rather than poor intervention.
Be aware that kids and teenagers are very good at masking their distress. If you suspect they are struggling, then trust your gut. When schools fail to listen to parental concerns, when they fail to assess despite those concerns, consequences can be horrific.
We need to consider anxiety in kids as a red flag for Child Find.
Next week: A Better Way to Child Find
Coming soon: Stories from professionals, parents, and students.
I’m working on a book about special education and seeking families, teachers, and school professionals with stories to tell. If you’ve been through this struggle, I’d love to hear from you. Everything will, of course, be confidential. You can reach me at: 241kcawley@gmail.com
