The Intersectional Identities and Mental Health Needs of Students With Disabilities in High Schools

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Enhancing Accessibility in Education: UDL (Universal Design for Learning) and Behavioral Supports (Table 10)

Abstract

Children and youth with disabilities experience mental health challenges at higher rates than peers without disabilities. Less is known about the intersection of identity and disability in relation to one’s reported mental health. In this study, a total of 202 high school students completed a mental health screener and scores were calculated to identify risk. Next, we explored how the intersection of disability and other aspects of identity (i.e., gender, sexual orientation, race) were associated with greater rates of risk, using longitudinal mental health risk scores for the sample. Results of our analysis of covariance indicate disability category, gender identity, and sexual orientation significantly contribute to mental health risk. Implications for future research are discussed.

Authors

• Eunji Kong, University of Oregon

• Katherine Bromley, University of Oregon

• Christen Knowles, University of Oregon

• James Sinclair, University of Arkansas at Fayetteville

• Geovanna Rodriguez, University of Oregon