Strengthen State Protections for Students with Section 504 Plans

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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 504 is a federal civil rights law, recent shifts at the federal level may reduce capacity for oversight and enforcement. Utah currently has a state process for resolving disputes for students in Special Education (IDEA), but no parallel process exists for families of students with 504 plans.

This creates an inequitable gap in access to timely, fair solutions when concerns arise.

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USSWA’s Position
USSWA supports creating a state-level dispute resolution process for Section 504 plans to ensure clear, consistent, and local support for families and districts. This would:

• Provide accessible recourse for parents and schools when disagreements occur

• Reduce litigation and conflict by solving concerns early and collaboratively

• Promote equitable access to accommodations for all students with disabilities

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What We’re Proposing
To work with legislators, partners, and state leaders to:
• Create a state dispute resolution process for 504 plans or
• Develop a new section of code under Utah education law to ensure 504 protections are upheld locally

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This step will help keep Utah students supported—no matter what changes occur at the federal level.

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