Mental Health Services in Oregon IEPs
What mental health services are available through an IEP in Oregon?
Oregon addresses mental health services for students with disabilities through multiple frameworks. Under IDEA, psychological services and counseling services (including rehabilitation counseling) are defined as related services that must be included in an IEP when necessary for the student to benefit from special education (ORS 343.035(15)(a)(C),(I); OAR 581-015-2200(1)(d); 34 CFR 300.34). Students with an emotional behavior disability (EBD, OAR 581-015-2155) may require mental health counseling, therapeutic services, and behavioral supports as part of their IEP. Oregon's broader school mental health framework, housed under ODE's Health, Safety & Wellness division, supports multi-tiered frameworks including school counselors, school psychologists, and community mental health partnerships. ODE provides guidance on Telemental Health Services and Supports, including the use of telemedicine to deliver school-based mental health services under IEPs and Section 504 plans, which is especially relevant for rural and underserved Oregon communities. Oregon's Student Success Act (HB 3427, codified in ORS 327.175) directed significant funding to school-based mental health supports, with ESDs serving as regional hubs for mental health integration. Oregon's Medicaid school-based program through the Oregon Health Authority (OHA) allows districts to bill Medicaid for eligible IEP-related mental health services (counseling, psychological services) provided by qualified school personnel, reducing local cost burden. Oregon also allows districts to contract with community mental health providers to deliver services mandated by a student's IEP (ORS 343.221). For students with trauma histories or co-occurring mental health and disability needs, Oregon's PBIS framework and trauma-informed care guidance provide additional supports. Oregon's ESD regional programs include mental health consultation and support services for districts serving students with complex behavioral and mental health needs. Under ORS 336.235, Oregon requires that school counselors, school psychologists, and school social workers hold valid Oregon licensure to deliver mental health services in educational settings.
What Oregon Requires
Psychological services and counseling services (including rehabilitation counseling) are required related services when needed for the student to benefit from special education (ORS 343.035(15)(a)(C),(I); OAR 581-015-2200(1)(d); 34 CFR 300.34).
IEPs for students with emotional behavior disability (EBD, OAR 581-015-2155) or other mental health needs must include appropriate mental health-related services and supports as part of FAPE.
Oregon allows Telemental Health delivery of IEP-required mental health services; ODE provides guidance on telehealth service delivery for students with disabilities in both urban and rural settings.
Oregon's Student Success Act (ORS 327.175) funds school-based mental health supports with ESDs serving as regional hubs for mental health integration, supplementing IDEA services.
Districts may bill Oregon Medicaid through the Oregon Health Authority (OHA) for eligible IEP-mandated mental health services (psychological services, counseling) provided by qualified school personnel.
Districts may contract with community mental health agencies to provide IEP-required mental health services that the district cannot deliver directly (ORS 343.221).
School counselors, psychologists, and social workers providing mental health services in Oregon schools must hold valid Oregon licensure (ORS 336.235).
Key Timelines
Mental health-related services in the IEP must be provided as soon as possible following IEP development and must be reviewed annually (OAR 581-015-2220; 34 CFR 300.323(a)).
Progress on mental health-related IEP goals must be reported at least as frequently as report cards for nondisabled students (OAR 581-015-2200(1)(c); 34 CFR 300.320(a)(3)).
Coordination with community mental health services should be incorporated into transition planning beginning no later than age 16 (OAR 581-015-2200(2); 34 CFR 300.320(b)).
Sources
Related IEP Guides
Anxiety and the IEP: Getting the Support Your Child Actually Needs
Learn how anxiety qualifies for an IEP, what real support looks like vs. token accommodations, and how to advocate when the school pushes a 504 instead.
IEP Services Explained: What Your Child Should Be Getting
Understand IEP related services — speech, OT, PT, counseling, and more. Learn direct vs. consultative models and what to do if services aren't delivered.