Youth and young adults (ages 14–24) living with mental health conditions are capable of successfully engaging in school, training, and employment. Unfortunately, they often face barriers that, when compared to youth with other disabilities or youth without disabilities, result in higher rates of high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school.

However, with the right information, tools, and resources, educators can positively impact these students. The support these individuals receive as they progress through secondary education can help them overcome the barriers and realize their potential in life after high school. Educators need resources to provide those supports, including assistance with planning and preparing for student transition from high school into education and training programs and employment in young adulthood.

This Guide provides practical and actionable steps to incorporating Career and Technical Education (CTE) into planning the transition component of an Individual Education Program (IEP). It is written for educators who conduct transition planning for students with emotional disturbance. This second edition of “Incorporating Career and Technical Education in Transition Planning for Students with Emotional Disturbance” has been updated from the 2020 version by offering special considerations for students with culturally diverse backgrounds, as well as underrepresented or marginalized populations of students who have historically been excluded from mainstream educational, social, or other aspects of life, or students living with limited resources. The second edition incorporates feedback from a focus group of former CTE students from diverse and underrepresented backgrounds and expert input from Evelyn Frankford, Abimelech Velazco, Maya Ingram, and Dr. Jonathan Delman, whom we gratefully acknowledge.

This Guide is designed for special educators who are conducting transition planning with students as part of their Individualized Education Program (IEP); and special educators who may have limited training in working with students with mental health conditions. The Guide is also useful for student support staff, guidance counselors, and CTE Instructors who serve students with mental health conditions whether they receive special education services.

Visit our website (https://www.umassmed.edu/TransitionsACR/models/test/) to learn more.