Academic Accomodations for Students with Mental Illnesses

The purpose of this research was to discover what effective strategies teachers can implement to effectively accommodate the learning needs of students diagnosed with mental illnesses. The literature explores different symptoms shown by students with mental illness, as well as the role of the teacher in accommodating their students’ academic needs. Furthermore, different teaching strategies, including Stormont’s (2015) implementation of mood monitoring, behavioral monitoring, and adaptive thinking skills, are presented to demonstrate their effectiveness in assisting students with mental illnesses to reach their academic goals. The research was located through peer-reviewed academic journals published in the past 10 years, and assessed on their ability to provide effective examples of how teachers can recognize and accommodate students with mental illnesses. This study will serve both teachers and students with mental illnesses, as it will provide in-depth analysis of the needs of these students as well as how to effectively accommodate them in the academic setting.