Students' Behavioral Needs are Focus of New U.S. Department of Education Guidance Document

U.S. Department of Education (USDOE) released a new guidance document to "help schools and early childhood programs better support students’ behavioral needs." The guidance document, Using Functional Behavioral Assessments to Create Supportive Learning Environments, focuses on supporting all students whose behaviors impact their learning, regardless of disability status.

USDOE cites Centers for Disease Control's 2023 study that found "school discipline is an urgent public health problem." Students who are removed from the classroom due to behavioral issue and associated discipline (suspension/expulsion) may experience long-lasting negative effects, such as "decreased academic achievement, absenteeism, not finishing high school, increased involvement in the juvenile justice system and, family stress." Historically, "Black students, white boys, boys of two or more races, and students with disabilities" are disproportionately disciplined.

Glenna Wright-Gallo, assistant secretary for the Office of Special Education and Rehabilitative Services (OSERS), said the functional behavioral assessment (FBA) guidance is "one step toward getting needed, practical tools into the hands of every educator so they can more effectively meet the needs of all students."

What is an FBA?

FBA's are administered to identify the root of students' behaviors: How and why are students behaving as they are behaving? Why are they skipping classes and/or entire school days? Why do they fight with their parents every morning and refuse to go to school? Why are they hanging out in the bathroom or wandering the hallways during class? Why do they speak out in class or refuse to answer teachers? Why won't they do their work? Why is there a disconnect between their homework and work they complete in class?

Data gathered through an FBA is used to inform a student's IEP or 504 Plan, helping to develop behavior plans to support the student academically and functionally.

USDOE's guidance offers a few examples of an FBA and behavioral plan, including the following:

"An FBA may show that a student who repeatedly calls other students inappropriate names during recess may be doing so because the student wants to develop friendships but is unaware of how to get the attention of peers in a positive way. By identifying the function/purpose of the behavior (which in this example may be the student trying to gain peer attention/make friends) and developing a behavioral plan that teaches the student social skills and provides the student with opportunities to practice social skills, the student can then engage with classmates using appropriate strategies, gain positive peer attention, and develop friendships."

“Secretary Cardona has directed us to consider every tool available to help students recover after the COVID-19 pandemic. And meaningful academic rebound requires attending to student well-being—including behavioral needs. An FBA can offer a more thoughtful, evidence-based approach to supporting behavior,” said Adam Schott, Principal Deputy Assistant Secretary in the OESE.