Table 8.
Steps for preparing for school re-entry following discharge
| 1 | Consider Return to School Throughout Hospitalization. Integrate discussions around school-related stressors and supports with students and families into hospital treatment and discharge planning |
| 2 |
Discuss Information Sharing with Families. Discuss if families would like to share information with school, considering the following: a. Attendance Policies: Does the school require documentation of hospitalization to return? b. IEP/504 Plan: Does the returning student have an IEP or 504 that needs to be updated? Does the returning student have a disorder or concern that merits a request for an IEP or 504 evaluation? c. Re-Entry Meeting: Because many schools do not automatically hold a re-entry meeting for returning students, does the family know how to request a re-entry meeting to identify a re-entry plan? d. Informal Supports: Would the student benefit from any informal supports that the school can provide? e. Comfort: Are there individuals at the school that the patient and family trust to initiate the processes with? The student’s school counselor may be appropriate for families without a previous relationship, but consider other individuals that are already trusted by the family |
| 3 |
Discharge Summary for Schools. Provide a summary and include recommendations for relevant school-related supports and services that can be shared with the school if families provide permission: a. Summary. Consider identifying the following information for schools to integrate into their re-entry planning process: i. School-related stressors and triggers that can inform school supports for returning students ii. Any diagnoses that could be used for formal supports requiring an IEP or 504 plan can be clearly identified iii. Reasons for hospitalization if applicable to school settings iv. Medications that may impact student’s functioning in school or require medication management in school v. Coping strategies that can be used by students in school b. Psychoeducation on Hospitalization and Re-Entry Protocols. Provide an overview of goals related to psychiatric hospitalization, and information about general procedures used by schools to facilitate re-entry c. Safety Planning. Integrate school environment into safety planning procedures (e.g., identify trusted adults in school in addition to those available at home, identify coping strategies that can be appropriate for classroom settings) and consider sharing with school |
| 4 |
Recommendations for Schools. Provide recommendations for schools supporting returning student tailored to patient’s needs a. Recommendations for Modifications. Consider the following modifications available in most schools for returning students, tailored to each student’s needs. Also consider the timing of modifications (are these modifications students may need long-term or modifications that should be reassessed regularly?) i. Gradual Return to School: Would the returning student benefit from beginning with partial days in school and/or supplemental homebound services or should student to begin school with full school days? Why or why not? ii. Excused Absences iii. Pass to Attend School Late or Leave School Early: Would the returning student benefit from beginning school or classes late or leaving early to avoid crowded hallways and busy parking lots? iv. Consideration of Missing Work Forgiveness: How should academic stressors and academic/work avoidance be considered in light of the returning student’s recovery? Consider how the timing of the academic year may influence a school’s ability to make changes to work and test requirements Consider the following modifications that may require an IEP or 504 Plan, tailored to each student’s needs: v. Consideration of Extended Deadlines or Reduced Assignments/Work Load* vi. Opportunity to Retake Tests* vii. Opportunity to Take Tests in a Quiet Location* viii. Extended Time Limits for Tests* b. Recommendations for Interventions. Consider the following interventions available in most schools for returning students, tailored to each student’s needs. Also consider the timing of intervention (are these interventions students may need long-term or modifications that should be reassessed regularly?) i. Support with Work Completion/Time Management: Would the student benefit from support from the school with a formal work completion plan and strategies for managing time? ii. Tutoring: Is the student describing or showing difficulties in a specific academic content area or with learning material overall? iii. Access to a Transition Classroom within School (i.e., a separate space for academic and/or social-emotional support): Would it be helpful for the returning student to have access to a transition space if the school has a separate classroom or location with instructional or social and emotional supports available to returning students? iv. Check-in/Check-out (i.e., regularly occurring meetings with an identified school member to check in about social, emotional, and academic needs and progress) v. Individual counseling: Would the returning student benefit from regular counseling sessions with a school counselor? Consider the following interventions that are only available in some schools, tailored to each student’s needs: vi. Self-Monitoring Instruction** vii. Group Counseling** viii. Social Skills Groups** ix. Peer or Adult Mentoring Programs** x. School-based Mental Health ** |
| 5 | Consider Variability Across Schools. Be careful to set appropriate expectations for families since schools may vary in the availability and willingness to provide supports and services to returning students |
Although available supports and services may vary by school, * indicates a modification that may commonly require an IEP or 504 plan and ** indicates an intervention that may commonly vary according to school resource availability
IEP Individualized Education Planning