psychosocial stressors caused by poverty, do- mestic violence, neglect, trauma, or a psychiatric disorder. Some of these children can also be the most challenging students in the educational sys- tem. Further complications can arise when these students also have disabilities or other special needs—with conditions that may make it difficult for them to regulate their emotions. Often perceived as disruptive students, they can
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make driving a school bus a more arduous task, and they might provoke potentially dangerous situations for other student passengers, attendants and the driver. That brings up the question of how districts can manage these issues while also en- suring that these children are entitled to a Free and Appropriate Public Education (FAPE). During the 2022 Transporting Students with
Disabilities and Special Needs Conference in Frisco, Texas in November, special education attorney Vickie L. Coe of law firm Clark Hill led an interactive discussion on legal issues surrounding students with special needs during her keynote session. “For districts to operate without violating FAPE, they need to take their legal obligation regarding the implementation of positive behavioral inter- ventions and supports (PBIS) for students with disabilities very seriously,” she advised attendees. “This includes but is not limited to staff training, additional adult support, behavioral incentives, and formalized behavior support plans.”
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ccording to the Child Mind Institution, about 10 percent of public-school students nationwide struggle with mental health. Resulting behaviors may stem from serious
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