This document has our frequently asked questions on 504 plans.

Generally, yes. Belonging to the LBGTQ+ community is not a disorder or a disability and thus would not qualify a student for special education and related services. However, if a student is diagnosed with the condition of gender dysphoria, and that condition negatively impacts their learning, they may meet the definition of a student with a disability which would qualify them for an IEP or 504 plan. Additionally, if a student is suffering from anxiety, depression, or other such conditions that may result from being bullied at school or not being accepted because of their sexual orientation and/or gender identity, then the student may be entitled to special education supports, services, and/or accommodations, as set forth in an IEP or 504 plan. Also, all transgender and gender non-conforming students, including the many who do not experience gender dysphoria, may separately be able to obtain a gender support plan to ensure their access to an inclusive learning environment. Further information is available below.

This chart from Understood.org shows the differences between 504 plans and IEPs.

This letter from the U.S. Secretary of Education includes sections on leveraging the individualized education program or Section 504 process to ensure schools have protections in place to protect in-person learning; continuing use of layered prevention strategies to keep school communities safe; and ensuring students receive education and services in the least restrictive environment.

This policy statement from the National Association of School Nurses addresses how and why the school nurse is an essential member of the IEP and 504 Plan Team.