Strengthen Section 504 Protections for Students

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Why This Matters

Section 504 of the Rehabilitation Act ensures that students with disabilities receive the accommodations they need to access learning. While Section 504 is a federal civil rights law, families and educators often experience confusion and inconsistency in how concerns are addressed at the local level.

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Utah currently has a well-defined dispute resolution process for students receiving special education services under IDEA, but no comparable state-level process exists for Section 504. This difference can leave families unsure where to turn when concerns arise and places additional strain on schools navigating complex requirements.

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USSWA’s Perspective

USSWA believes students with disabilities deserve clear, consistent, and accessible protections—regardless of whether they are served under IDEA or Section 504.

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We also recognize that strengthening Section 504 protections is complex and intersects with federal policy, state capacity, and funding considerations. Meaningful solutions require thoughtful collaboration with state agencies, educators, families, and policymakers.

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Our Current Focus:

At this time, USSWA is focused on:

• Learning from state partners and stakeholders about existing 504 processes and constraints

• Supporting education and clarity around current 504 rights, responsibilities, and resources

• Helping families and school-based professionals better navigate existing systems, including district grievance processes and external supports

• Building relationships and understanding to inform future policy discussions

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Looking Ahead:

USSWA remains interested in exploring long-term options to strengthen Section 504 protections in Utah, including whether state-level guidance, support structures, or future policy changes could help close gaps for students and families.

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This work will continue to be informed by collaboration, data, and timing—ensuring that any future efforts are both effective and sustainable.

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Why This Approach Matters

By taking a measured, collaborative approach, we aim to:

• Avoid unintended consequences for schools and families

• Respect the realities of state capacity and funding

• Lay the groundwork for solutions that truly support students’ access to education

Expand Access to Therapeutic Groups in Schools

 

Why This Matters
Therapeutic groups are an evidence-based way to support students’ social-emotional health. With proper parent consent, licensed school social workers can provide small-group support that builds coping skills, resilience, peer connection, and emotional well-being.

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However, current Utah code related to mental health “treatment” in schools lacks clarity. This has left many districts hesitant to allow group counseling, limiting early intervention for students who would benefit greatly.

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USSWA’s Position
USSWA supports clarifying Utah law to allow school-based therapeutic groups, facilitated by appropriately licensed professionals with informed parent consent. This clarification would:

• Expand access to proactive mental health support

• Reduce stigma and barriers to help-seeking

• Support early intervention before challenges escalate

• Provide a middle-tier support option for students between classroom instruction and 1:1 services

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What We’re Proposing
To work with legislators to amend existing statute so districts feel confident implementing therapeutic groups that maintain ethical, legal, and privacy standards.

Elevate the Role & Visibility of School Social Workers in Policy and Practice

 

Why This Matters
School social workers hold a unique role in Utah schools—as licensed mental health professionals and educators trained to support the whole child. SSWs bridge home, school, and community to remove barriers to learning and help students thrive socially, emotionally, and academically.

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Yet, school social workers are often excluded or underrepresented in policy discussions that shape school mental health services, staffing models, and student support systems.

 

USSWA’s Position
USSWA believes that Utah students, families, and educators are best served when school social workers have a seat at the table in shaping school mental health policy.

By strengthening relationships with lawmakers, stakeholders, and education leaders, we seek to:

• Ensure policies reflect real student needs and ethical mental health practice

• Promote the evidence-based role of school social workers in student support systems

• Provide legislators with real stories, data, and expertise from school communities

• Build long-term, collaborative partnerships that strengthen Utah schools

 

What We’re Doing
• Meeting with legislators to build ongoing, non-partisan relationships
• Sharing stories, data, and outcomes from Utah schools
• Partnering with allied education and mental health organizations
• Offering school visits, roundtables, and direct conversations with social workers