Young people with learning and attention issues are as full of potential as their peers and can achieve and contribute at the highest levels. But because most schools are designed with an almost exclusive focus on “average students,” students with disabilities too often do not receive adequate supports. As a result, they are much more likely to repeat a grade, get suspended, drop out, and take longer to earn a high school diploma.

Race and class compound these equity gaps, and the COVID-19 pandemic has further exacerbated inequities. Not only are students with disabilities, particularly Black, Indigenous, and people of color (BIPOC) students, experiencing greater challenges at home and with school, teachers have even fewer opportunities to connect with their students. Too often, educators lack a meaningful understanding of how social and emotional well-being, student background, cognition, and domain-specific factors shape student engagement and outcomes. It’s typically students with disabilities that may benefit from such insight.

Since the pandemic began, we have witnessed the failure of our government to meet the needs of its citizens, particularly those who are most vulnerable.  As educators, it’s time to be present to student well-being and needs, to embrace better evidence gathering, and to make substantial, sustained investments in diagnostics focused on student learning and thriving. The way to do this is through Lightweight Evidence-Gathering Instruments and Tools solutions. To find our footing and help schools settle the ball, our sector must commit to build, refine, and evaluate lightweight diagnostics and technological components to create the conditions for better evidence-gathering that will connect teachers with effective, customized solutions to improve learning and well-being for students with disabilities.

Read the full article about evidence-based solutions for students with disabilities by Eric Tucker at Getting Smart.