Sample 504 plan for depression and anxiety in high school

Last updated 2026-07-09

What is a 504 plan and why does it apply to depression and anxiety?

A 504 plan is a written agreement between your family and the school that spells out specific accommodations a student needs because of a disability. It gets its name from Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that prohibits discrimination against people with disabilities in programs that receive federal funding, including every public school in the country ^[1].

Depression and anxiety both qualify. The law uses a broad definition: a disability is any physical or mental impairment that substantially limits one or more major life activities. The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) expanded that list explicitly to include concentrating, thinking, sleeping, communicating, and interacting with others, all areas that depression and anxiety directly affect ^[2].

You don't need a formal psychiatric diagnosis sitting in your child's school file to request a 504 evaluation, though documentation from a doctor or therapist makes the process faster. The school's job is to evaluate whether the condition substantially limits a major life activity. It doesn't have to rubber-stamp whatever a clinician writes.

A 504 plan is not the same as an Individualized Education Program (IEP). An IEP is a special education document under the Individuals with Disabilities Education Act (IDEA), and it requires the student to need specialized instruction. A 504 plan only requires accommodations, adjustments to how the student accesses the regular curriculum. Plenty of students with depression and anxiety are fully capable academically once the barriers come down. If you want a side-by-side breakdown, the iep vs 504 guide covers the distinction in detail.

One practical note: 504 plans can also address ADHD, learning disabilities, and other conditions. A student with both ADHD and anxiety may have accommodations for both documented in the same plan, which is why searches for a sample 504 plan for ADHD and anxiety high school often land in the same territory as this article.

What does a high school 504 plan for depression and anxiety actually look like?

Below is a representative sample structure. This is not a fill-in-the-blank template you submit as-is. Every plan must be individualized. But seeing what real accommodations look like makes the negotiation with school staff much less abstract.

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SAMPLE 504 PLAN

Student: [Name], Grade 11 School: [High School Name] Date: [Date] Plan Review Date: [One year from date] Disability: Major Depressive Disorder and Generalized Anxiety Disorder, substantially limiting concentrating, sleeping, and attending school Documentation on file: Evaluation from licensed psychologist dated [Date]

Section 1: Accommodations for academic tasks

• Extended time (time and a half) on all tests, quizzes, and major assignments
• Permission to submit assignments up to 48 hours late without academic penalty during documented symptom periods
• Option to break large projects into smaller, teacher-checked milestones
• Written instructions provided for multi-step assignments (verbal-only instructions are harder to process during high-anxiety periods)
• Reduced homework load or flexible homework completion, particularly during medication adjustment periods documented by a physician

Section 2: Testing environment

• Separate, quiet testing space for all standardized and classroom tests
• Permission to take breaks during tests without time penalty
• Access to fidget tools or noise-canceling headphones during assessments

Section 3: Attendance and schedule

• Up to [X] excused absences per semester related to mental health treatment without academic penalty, subject to physician documentation
• Late arrival accommodation: student may arrive up to 30 minutes late on days following documented sleep disruption without an unexcused absence
• Permission to leave class for a brief walk or visit to the school counselor when anxiety escalates, with a pre-arranged signal to the teacher
• Option to attend a partial school day during acute depressive episodes, with a plan for making up work

Section 4: Environmental and social accommodations

• Preferential seating near the door or in a low-distraction area
• Permission to eat lunch in a quieter space if the cafeteria is overwhelming
• Advance notice of schedule changes, fire drills, or school events that may cause distress
• One designated trusted adult at school the student can go to without a formal appointment

Section 5: Communication

• Regular check-ins (weekly) between the student and school counselor
• Parent notified within 24 hours if school observes significant behavioral or emotional changes
• 504 plan shared with all teachers, coaches, and relevant staff at the start of each semester

Section 6: Emergency protocol

• Crisis response plan documented separately and cross-referenced here
• If student expresses suicidal ideation, school follows [District Crisis Protocol], parents notified immediately

Signatures: Parent/Guardian, Student, School 504 Coordinator, General Education Teacher

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That sample covers the accommodations that come up most. Not every item will apply to every student. A teenager whose depression mainly wrecks sleep and morning functioning needs the attendance accommodations most. A student whose anxiety spikes during tests needs the testing environment items most. The plan should track this student's actual pattern, not a generic checklist.

How common is anxiety and depression in high school students?

The numbers are large. The CDC's 2023 Youth Risk Behavior Survey found that 40% of U.S. high school students reported persistent feelings of sadness or hopelessness during the past year, and 20% reported seriously considering suicide ^[3]. Anxiety disorders are the most common mental health condition in young people. The National Institute of Mental Health estimates that 31.9% of adolescents aged 13 to 18 have an anxiety disorder at some point in their development ^[4].

Those figures matter for two reasons. Your child is not unusual for struggling. And schools see these conditions constantly, so a prepared parent requesting a 504 plan is not asking for something exotic.

The link between mental health and academic performance is real and measured. A 2019 meta-analysis in the Journal of Abnormal Child Psychology found that adolescent depression predicted significant declines in academic performance, including lower grades ^[5]. That's the kind of data worth putting in front of a school team that seems reluctant to act.

How do you request a 504 plan for a high school student with depression or anxiety?

Send a written request. Not a phone call, not a chat in the hallway at pickup. A written request starts the clock and builds a paper trail.

Address it to the school's 504 coordinator (every school that receives federal funds must have one ^[1]). State that you are requesting a 504 evaluation for your child because of a mental health condition that you believe substantially limits major life activities, and name whichever apply: concentrating, attending school, sleeping. Ask for their evaluation timeline and the district's 504 procedural safeguards document.

Federal law does not set a specific number of days for schools to finish a 504 evaluation, which is a real gap in the statute. But the Office for Civil Rights (OCR) at the U.S. Department of Education has said schools must act within a reasonable time, and most state guidelines put that at 30 to 60 days ^[6]. If your state has its own timeframe, it will be in your district's 504 procedures document.

Bring documentation to the evaluation meeting. That means any diagnosis from a psychiatrist, psychologist, or licensed clinical social worker; recent report cards showing grade changes; attendance records; and written notes from teachers about the student's struggles. The school may also run its own evaluation, which can include teacher input, a grades review, and observations.

If the school denies your request for an evaluation, or completes the evaluation and finds no eligibility, you can challenge that decision. Start with your district's internal grievance procedure. If that doesn't resolve it, file a complaint with the U.S. Department of Education's Office for Civil Rights at no cost ^[6].

For a wider look at how 504 plans work in schools, the 504 plan school article walks through the process from request to annual review.

What accommodations can a 504 plan include for anxiety specifically?

Anxiety has particular academic signatures that good 504 accommodations hit directly. Test anxiety is the obvious one. But anxiety also drives avoidance of participation, difficulty with transitions, physical symptoms during high-stress moments, and trouble starting tasks even when the student knows the material cold.

Accommodations that address anxiety specifically:

For tests and assessments:

• Separate quiet room for all exams
• Extended time (typically 50% or 100% extra, documented as time and a half or double time)
• Option to take oral exams in place of written ones when writing itself triggers anxiety
• Permission to use a stress ball, noise-canceling headphones, or other sensory tools
• Access to water during tests

For class participation:

• Exemption from cold-calling (teacher will not call on the student without prior agreement)
• Option to submit written responses instead of speaking in class when anxiety is high
• Advance notice of when the student will present, with as much lead time as possible

For transitions and schedule:

• Written notice of any schedule changes at least 24 hours ahead
• Permission to leave class two minutes early to avoid crowded hallways
• A plan for returning after absences that doesn't force the student to announce why they were out

For communication and relationships:

• One identified adult at school who works as a safe contact
• A private signal the student can give a teacher to say they need a brief break without drawing attention
• Regular brief check-ins (even five minutes) with the school counselor

None of this lowers expectations. It removes the anxiety barrier so the student can show what they actually know.

What accommodations can a 504 plan include for depression specifically?

Depression leaves a different academic footprint than anxiety. The big problems are usually attendance and morning functioning, motivation and initiation, concentration and memory, and the pile-up of missed work during episodes.

Accommodations that address depression specifically:

For attendance:

• A set number of mental health days per semester that are excused without academic penalty
• Late-arrival accommodation tied to documented sleep disruption (a real symptom of depression, not laziness)
• Partial-day attendance option during acute episodes, with a structured makeup plan
• Hospital or homebound instruction if the student needs inpatient or intensive outpatient treatment

For assignments and workload:

• Flexible deadlines with a clear process for requesting extensions (usually a brief email or note)
• Option to complete reduced versions of large assignments during acute episodes
• No grade penalty for late work during documented symptom periods
• Breaking large projects into smaller milestones with check-ins, which cuts the overwhelm of starting

For concentration and memory:

• Written instructions for all multi-step assignments
• Access to class notes or a note-taking partner
• Permission to record lectures (with teacher consent)
• Deadline reminders from the school counselor or case manager

For safety and wellbeing:

• A crisis response protocol cross-referenced in the plan
• Regular counselor check-ins
• Parent notification if significant behavioral changes show up

One accommodation many families don't know to ask for: a re-entry plan after a mental health absence. Schools often treat a student returning from a psychiatric hospitalization like any other absence, dumping a pile of make-up work on them on day one. A 504 plan can spell out a structured, humane return instead.

Can a 504 plan also cover ADHD alongside depression and anxiety?

Yes, and it's common. ADHD, depression, and anxiety travel together often. The CDC estimates that among children and adolescents diagnosed with ADHD, about 50% also have another mental health condition such as anxiety or depression ^[7]. A single 504 plan can list every documented condition and include accommodations for each.

In practice, the accommodations overlap a lot. Extended time, preferential seating, written instructions, and quiet testing space all help with ADHD, anxiety, and depression. You don't need separate plans for each condition. The eligibility section should list all qualifying conditions, and the accommodations section should cover each student's needs in full.

If you've been searching for a sample 504 plan for ADHD and anxiety high school, the structure above fits you too. The main additions for ADHD might include organizational supports (checklists, planners), permission to use fidget tools, frequent breaks during class, and behavioral check-in systems. All of those can live in the same plan alongside the mental health accommodations.

Some students with ADHD, depression, and heavy academic impact may qualify for an IEP instead of a 504 plan. An IEP provides specialized instruction and more extensive services, beyond accommodations. The iep vs 504 guide explains when it makes sense to push for an IEP.

What rights do parents have during the 504 process?

Section 504 gives parents specific procedural rights, though they're less detailed than IDEA's rights for IEP families. The U.S. Department of Education's Office for Civil Rights lays these out in its Section 504 guidance for schools ^[6].

Your rights include:

• Notice before the school evaluates or changes your child's 504 plan
• The right to examine your child's education records (protected under FERPA)
• The right to take part in developing the 504 plan
• The right to an impartial hearing if you disagree with the school's evaluation or plan decisions
• The right to file a complaint with OCR if the school violates Section 504

The Section 504 statute itself says that no otherwise qualified individual with a disability "shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under" any program receiving federal financial assistance ^[1]. Schools that refuse reasonable accommodations or fail to carry out a plan they've signed are breaking federal civil rights law, and OCR complaints cost nothing to file.

One thing many parents don't realize: a 504 plan must be reviewed at least once a year. If your child's needs change, or if accommodations aren't happening, you can request a meeting any time. You don't have to wait for the annual review.

For more on the full range of legal tools available, the 504 plan overview explains both Section 504 and the ADAAA protections in plain language.

What if the school refuses to create a 504 plan or says depression and anxiety don't qualify?

This happens, and it's maddening, but you have real options.

First, ask for the refusal in writing. Schools are sometimes reluctant to put denials on paper, but you're entitled to that documentation. A verbal "we don't think she qualifies" is not an official determination.

Second, read your state's 504 guidelines. Some states set more specific requirements than federal law. Your state's department of education website is the place to start.

Third, file a complaint with OCR. The Department of Education's Office for Civil Rights investigates claims that schools discriminated against students with disabilities, and you can file online at no cost ^[6]. OCR received 22,687 complaints in fiscal year 2023, and disability-related cases made up the largest single category ^[8].

Fourth, consider a special education advocate or attorney. Parent Training and Information Centers (PTIs), federally funded in every state, provide free or low-cost advocacy support ^[9]. You don't need a private attorney to advocate well, though one is available if things escalate.

Fifth, revisit whether an IEP fits better. If your child isn't making effective progress, the IDEA process may give you stronger protections. The iep vs 504 comparison explains which path suits which situation.

If the school's argument is that the condition doesn't substantially limit a major life activity, counter with specific evidence: attendance records, grade history, teacher reports, and the physician's documentation. Concrete data is hard to wave away.

How do you make sure a 504 plan actually gets implemented?

Getting a plan signed is step one. Getting it actually used is a different project.

Here's what works in practice:

Get it distributed. Ask in writing who receives a copy of the plan and when. Every teacher, coach, and relevant staff member should have it before the student walks into their classroom. At the start of each semester, send a short email to confirm the plan is on file.

Schedule a check-in early. Don't wait until the annual review to learn whether the plan is working. After the first four to six weeks, ask your child which accommodations are actually happening and which teachers never mentioned them.

Keep a log. When an accommodation doesn't happen, write it down with the date. A teacher refuses the quiet testing room? Note it. A late arrival gets marked unexcused despite the plan? Note it. This log is your evidence if you need to escalate.

Talk straight to the 504 coordinator. The coordinator owns oversight. A brief email saying "the extended time accommodation wasn't provided for the biology midterm on [date], please advise" beats a complaint saved up for the annual meeting.

Bring your teenager in. High school students can and should know their own plan. A student who can calmly tell a teacher "I have a 504 accommodation for extended time" is far more likely to receive it. That's not dumping the burden on the kid. It's building self-advocacy, which matters in college and after.

ReadFlare's parent advocacy kit includes a 504 implementation tracking log and a sample email template for reaching out to school staff when accommodations break down, free on the site.

For parents whose children's needs run into academics and reading, the 504 plan school article covers how academic and disability accommodations interact in the school setting.

Does a 504 plan follow a student to college or standardized testing?

For standardized testing, the answer is: sometimes, but not automatically.

The College Board (SAT, AP exams) and ACT run their own accommodation request processes. A school-based 504 plan is supporting evidence, but these organizations make their own eligibility calls. Students apply separately, usually through their high school's testing coordinator, and the application needs documentation. The College Board's Services for Students with Disabilities wants proof that the student uses accommodations at school consistently, not merely that a plan exists ^[10].

For college, Section 504 and the ADA protect students with disabilities at any institution receiving federal funding, which covers most colleges and universities. But the process shifts. Colleges are not required to carry over a high school 504 plan automatically. The student must self-disclose to the college's disability services office and provide documentation. What follows is a fresh interactive process between the student and the college, informed by the high school plan but not bound by it.

Spell this out for teenagers now. The jump to self-advocacy in college is real. A student who understands their plan and can explain their needs starts in a far stronger position than one whose accommodations were always managed by a parent.

The Parent Training and Information Centers network (one in every state) offers free transition planning resources built for students moving from high school to college ^[9].

How is a 504 plan different from an IEP for a student with depression and anxiety?

This is one of the most common questions, and the distinction matters in practice.

An IEP runs on IDEA (the Individuals with Disabilities Education Act) and requires two things: a qualifying disability category and a finding that the disability creates a need for specially designed instruction ^[11]. Depression and anxiety can qualify under the "emotional disturbance" category in IDEA, but only if the student needs specialized instruction, more than accommodations. Many students with depression and anxiety are academically capable. They need the environment adjusted, not their instruction rebuilt.

A 504 plan under Section 504 and the ADAAA only requires that the disability substantially limits a major life activity. No special education placement. No specialized instruction. Just accommodations.

In practice, a 504 plan is usually the right tool for a student with depression and anxiety who performs reasonably well academically but struggles with attendance, test performance, or classroom participation. If the student is significantly behind and the mental health condition is driving it, an IEP evaluation may be warranted.

Feature	504 Plan	IEP
Governing law	Section 504 / ADAAA	IDEA
Requires special education	No	Yes
Provides accommodations	Yes	Yes
Provides specialized instruction	No	Yes
Annual review required	Yes	Yes
Transition planning required	No	Yes (by age 16)
Follows to college automatically	No	No
Free advocate support available	Yes (OCR)	Yes (PTI, due process)

If you're not sure which path to pursue, the iep vs 504 article walks through the decision with specific scenarios.

Frequently asked questions

Does my child need an official diagnosis to get a 504 plan for depression or anxiety?

An official diagnosis from a licensed clinician isn't strictly required by law, but it's the fastest path. The school must evaluate whether the condition substantially limits a major life activity, and a diagnosis is strong evidence. Without clinical documentation, the school leans on its own evaluation, which takes longer and can be thinner. A letter from a psychiatrist, psychologist, or licensed therapist speeds things up a lot.

How long does it take to get a 504 plan approved?

Federal law doesn't set a number of days, but the Office for Civil Rights says schools must act within a reasonable time. Most state guidelines read that as 30 to 60 days from the written request to the eligibility decision. After eligibility is confirmed, the plan itself is usually written within another 30 days. Getting written confirmation of your request date helps you track whether the school is on pace.

Can a 504 plan include accommodations for mental health absences?

Yes, and it's one of the most important ones to ask for. A 504 plan can set a number of excused mental health absences per semester without academic penalty, a late-arrival accommodation tied to documented sleep disruption, and a structured re-entry plan after longer absences. Without those provisions, schools often apply standard attendance policies that punish students for disability-related absences, which can itself violate Section 504.

What if my child's teachers aren't following the 504 plan?

Log each instance with the date, teacher, and the accommodation that was missed. Then email the school's 504 coordinator, describing the specific failures. The coordinator owns plan oversight. If the school doesn't fix it, request a formal meeting on implementation, or file a complaint with the U.S. Department of Education's Office for Civil Rights, which is free and can investigate non-compliance.

Can a 504 plan cover both ADHD and anxiety for the same student?

Yes. A single 504 plan can list multiple qualifying conditions and include accommodations for each. Co-occurring ADHD and anxiety are common, and the plan should cover both. Many accommodations, like extended time, written instructions, and a quiet testing space, help with both at once. No separate plans needed.

Will a high school 504 plan automatically transfer to college?

No. College disability services offices make their own decisions. A high school 504 plan is useful supporting documentation, but students must self-disclose to their college's disability office and request accommodations through a new process. The college reviews documentation and decides what's reasonable in the postsecondary setting. Starting this before freshman year begins is strongly recommended.

Does a 504 plan affect a student's GPA or class rank?

A well-built 504 plan doesn't lower standards or change what the student is expected to learn. It changes how they access the curriculum and show what they know. Grades reflect the same academic standards as any other student's. Some accommodations, like flexible deadlines, can prevent grade penalties during acute episodes, but the academic expectations stay equal.

What is the difference between a 504 plan and a mental health crisis plan at school?

A 504 plan is a formal legal document covering ongoing accommodations. A mental health crisis plan (sometimes called a safety plan) is a separate document laying out what happens if a student expresses suicidal ideation or has a psychiatric emergency. Good practice cross-references both: the 504 plan notes that a crisis plan exists, and the crisis plan specifies parent notification, counselor contact, and protocol steps. One doesn't replace the other.

Can a school refuse to give a 504 plan because the student has good grades?

No. Good grades don't automatically disqualify a student. The legal question is whether the condition substantially limits a major life activity, not whether the student is currently succeeding academically. A student who holds grades only through extraordinary effort, or who white-knuckles through panic attacks, may still qualify. The ADAAA explicitly says assessments should not consider mitigating measures like medication or coping strategies.

How often is a 504 plan reviewed, and can I request changes?

Federal guidance calls for 504 plans to be reviewed periodically, and most districts read that as annually. But you can request a review any time your child's needs change, accommodations aren't working, or a new diagnosis or medication change affects functioning. Send a written request to the 504 coordinator naming specific concerns. You don't have to wait for the scheduled annual meeting.

Can a 504 plan help with standardized tests like the SAT or ACT?

A 504 plan is supporting evidence when you apply for testing accommodations through the College Board or ACT, but it doesn't transfer automatically. Both organizations run their own application processes, want documentation that accommodations are used at school currently, and make their own eligibility calls. Apply early through your high school's testing coordinator, well before the junior-year testing cycle.

What happens if a student is hospitalized for a mental health crisis during the school year?

Students hospitalized for psychiatric reasons are usually entitled to homebound instruction or alternative educational services while out. That may fall under the existing 504 plan or need a temporary amendment. On return, the 504 plan should include a structured re-entry plan. If the hospitalization was long and the student fell well behind, it may be worth requesting an IEP evaluation to check whether more intensive support is needed.

Is a 504 plan confidential? Who at the school can see it?

504 plans are part of a student's education records, protected under FERPA. The school can share the plan with staff who have a legitimate educational interest: teachers, counselors, coaches, and administrators who work with the student. Schools must notify all relevant staff of their responsibilities under the plan, but the underlying medical documentation generally carries stronger privacy protection than the plan itself.

Sources

1. ADA.gov, Americans with Disabilities Act Amendments Act of 2008: The ADAAA expanded the list of major life activities to explicitly include concentrating, thinking, sleeping, and communicating, covering depression and anxiety.
2. CDC, Youth Risk Behavior Surveillance System (YRBSS) 2023: 40% of U.S. high school students reported persistent feelings of sadness or hopelessness in the past year; 20% seriously considered suicide.
3. National Institute of Mental Health, Any Anxiety Disorder statistics: An estimated 31.9% of adolescents aged 13-18 have an anxiety disorder at some point in their development.
4. Journal of Abnormal Child Psychology (2019), Clayborne et al., Systematic Review and Meta-Analysis of Adolescent Depression and Academic Outcomes: Adolescent depression predicted significant declines in academic performance, including lower grades.
5. U.S. Department of Education, Office for Civil Rights, How to File a Discrimination Complaint: Parents can file free complaints with OCR if schools violate Section 504; OCR has said schools must act within a reasonable timeframe on 504 evaluations.
6. CDC, Data and Statistics About ADHD, Co-occurring Conditions: Among children and adolescents diagnosed with ADHD, approximately 50% also have another mental health condition such as anxiety or depression.
7. U.S. Department of Education, Office for Civil Rights, Annual Report to the Secretary and Congress FY2023: OCR received 22,687 complaints in fiscal year 2023; disability-related cases made up the largest single category.
8. Center for Parent Information and Resources, Find Your Parent Center: PTIs are federally funded in every state and provide free or low-cost advocacy support for families of students with disabilities.
9. College Board, Services for Students with Disabilities: College Board requires documentation that students use accommodations consistently at school, not just that a 504 plan exists, for SAT accommodation approval.
10. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA): An IEP under IDEA requires both a qualifying disability category and a finding that the disability causes a need for specially designed instruction.