Mental health needs encompass therapy, self-advocacy for the student’s health care and inter-agency coordination. This may be difficult with changing needs and services, but assistance though the school district and your student’s qualifying agencies are available. Many services are provided though the district when your student in enrolled in the education system. Upon graduation, there is a risk of missing enrollment benefits and appointments for students who are not living at home or for those who face other issues accessing agency resources.
During transition, a team approach is best for maintaining services and seeking help for issues that arise. Students who live at home are more likely to stay in touch with service providers and receive the assistance they need (Huckabee 2:17). This may not be an ideal situation for some students and they would need a more tailored approach. Regional care centers, case managers and school psychologists are available during the transition process to find the best solutions. Other avenues of support include an early-start collaborative approach best fitted for each student. Some services may not be available until students turn 18. Other services may change when the student becomes an adult. Beginning early and understanding specific needs will help with this transition process.
Students receiving services should be in charge of their own goals and these goals should be linked to their IEP as measurable post-secondary goals. Employment, inter-personal relationships, and other goals are important avenues for students to become responsible. Self-advocacy training and learning the skills to manage your own team are vital as an adult. Learning coping skills in adolescence, accepting consequences and understanding the importance of mental health early is an important focus for students with mental health needs.