Special education services are essential for students who need them, but systemic disparities in how students are identified and placed can lead to disproportionality. In many schools, certain student groups—particularly students of color, English language learners, and students from low-income backgrounds—are more likely to be referred for special education services, placed in restrictive settings, or disciplined at higher rates.

Disproportionality isn’t just a data issue; it affects real students, limiting access to general education, reinforcing achievement gaps, and increasing the risk of exclusionary discipline. At the same time, students who do need support may not receive interventions early enough, delaying access to critical resources that could help them succeed.

Schools can take proactive steps to ensure that every student receives the most appropriate support in the best setting for them to thrive. By strengthening Tier 2 behavioral interventions, embedding social skills instruction into general education, improving family engagement, and refining referral and placement processes, educators can create a more equitable system.

The following strategies outline practical ways to address disproportionality, reduce unnecessary special education referrals, and ensure that students receive targeted interventions before a special education placement becomes the default solution.

What Is Disproportionality in Special Education?

Disproportionality occurs when certain student groups are identified for special education services at rates that do not align with their overall representation in the student population. This can result in students being overrepresented or underrepresented in special education programs, restrictive placements, and disciplinary actions.

Disproportionality often impacts students of color, English language learners, and low-income students.

Why Does Disproportionality in SPED Matter?

When students are incorrectly placed in special education or assigned to more restrictive settings than necessary, they may experience:

• Limited access to grade-level instruction in general education classrooms, affecting long-term academic success.
• Lower expectations from educators, which can reinforce achievement gaps.
• Higher rates of exclusionary discipline, such as suspensions and expulsions, particularly for students with disabilities.

At the same time, when students who do need support are overlooked, they miss critical early interventions that could help them thrive. Addressing disproportionality ensures that special education services remain targeted to the students who truly need them while improving outcomes for all learners.

Strategies for Reducing Disproportionality in SPED

Special education services are critical for students who need them, but disparities in referral and placement processes mean some students are identified for special education when they could have been supported in general education settings. Behavioral challenges, inconsistent referral criteria, and limited access to early interventions all contribute to the overrepresentation of certain student groups in special education.

To create a more equitable system, schools need proactive strategies that ensure students receive the right support at the right time—whether that means structured Tier 2 interventions, improved social skills instruction, or more effective family engagement. The following strategies provide actionable ways to reduce disproportionality, strengthen general education supports, and ensure that special education remains a targeted resource for students.

1. Expand Tier 2 Behavioral Interventions to Proactively Support Students

One of the most common reasons students are referred to special education is not an academic challenge but a behavioral concern. Many students struggle with self-regulation, emotional control, or peer interactions—not because of a disability, but because they have not yet developed the skills to navigate social and classroom expectations.

Without strong Tier 2 behavioral interventions, these students often fall through the cracks, leading to increased referrals to special education—not due to a disability, but because general education settings lack structured supports to meet their needs.

Expanding access to structured Tier 2 interventions ensures that students receive targeted behavioral and social supports before they require more intensive intervention.

• Implement small-group social skills instruction focused on self-regulation, emotional awareness, and communication.
• Provide behavioral coaching and self-regulation supports for students who need individualized attention.
• Use data-driven progress monitoring to assess whether students improve with intervention before moving toward a special education referral.

Example Tier 2 Resources

Effective Tier 2 interventions provide structured, engaging ways to help students develop key behavioral and social skills. These no-prep resources are designed for small-group instruction, classroom interventions, and one-on-one support.

✅ Video Modeling Lesson for Pre-K & Kindergarten: Staying Calm

Teaches students communication and self-advocacy strategies in structured, small-group settings.

✅ Interactive Activity for Elementary: Big Feelings Toolbox

Helps students recognize emotions, practice coping strategies, and develop self-awareness. Download it here →

✅ Video Modeling Lesson for Middle & High: Keeping Self-Control

Teaches students how to manage impulses and regulate emotions in social and academic settings.

When Tier 2 behavioral interventions are accessible and effective, schools can reduce the number of behavior-based special education referrals while ensuring that students who do need special education services are identified appropriately.

2. Ensure Equitable Special Education Referral and Placement Processes

A consistent, structured approach to special education referrals helps ensure that students receive the right support at the right time. Without clear criteria and data-driven decision-making, referral and placement patterns may be inconsistent, leading to variations in how students are identified and served.

• Establish clear, standardized referral criteria to ensure consistency in decision-making across classrooms, schools, and districts.
• Train educators on best practices for special education referrals, with a focus on using objective measures and interventions before considering special education placement.
• Regularly analyze referral and placement data to identify trends and ensure all students have access to the right level of support.

By ensuring referral decisions are data-driven, structured, and aligned with student needs, schools can create a fair and effective pathway to support, helping students access the right interventions—whether within general education or special education settings.

3. Strengthen Social Skill Supports in General Education Classrooms

Many students who struggle in school do not need special education—they need structured classroom supports that help them navigate expectations, social interactions, and self-regulation. When these supports are lacking, students are more likely to become disengaged, struggle with peer relationships, or be misidentified as needing special education services.

Providing consistent classroom routines, clear expectations, and structured social development opportunities helps students build the self-regulation and interpersonal skills they need to stay engaged in learning.

• Establish consistent classroom routines to create structure and reduce student anxiety.
• Embed social skill-building into daily instruction through modeling and guided practice.
• Use visual supports and structured strategies to reinforce expectations and help students self-monitor.

Example Social Skill Supports

Strong social skill supports help students develop self-regulation, communication, and problem-solving skills in a structured, engaging environment. These no-prep materials provide teachers with simple, effective tools to reinforce routines, model expectations, and support social development in the general education classroom.

✅ Classroom Poster: Following Directions Visual Support

Helps students process multi-step instructions and stay engaged in learning activities. Download it here →

✅ Classroom Poster: Problem-Solving Visual Support

Guides students through a structured approach to solving conflicts and making thoughtful decisions. Download it here →

✅ Video Modeling Lesson for Elementary: Finding Strategies That Work for You

Helps students recognize when they are feeling frustrated and apply problem-solving strategies.

✅ Video Modeling Lesson for Middle & High: Choosing Calm

Teaches students how to make responsible choices and manage emotions in social settings.

By strengthening social supports within general education, schools can help more students develop the skills they need without requiring a special education placement.

4. Improve Family & Caregiver Engagement in Intervention Planning

Families play a critical role in ensuring students receive the right supports before special education becomes necessary. However, many caregivers are not fully informed about early interventions or how they can contribute to their child’s success. When schools proactively engage families in intervention planning, they create a more collaborative, transparent, and equitable process that prevents unnecessary referrals and ensures students receive appropriate support.

• Ensure clear, transparent communication with families about intervention plans, progress monitoring, and available supports before special education is considered.
• Provide culturally responsive family engagement opportunities to build trust, strengthen collaboration, and empower caregivers in the decision-making process.
• Develop structured intervention plans with family input, ensuring that caregivers understand the interventions being used and can reinforce strategies at home.

By partnering with families early, schools can ensure that students receive appropriate interventions in the general education setting, reducing the likelihood of special education referrals driven by misunderstandings, lack of access to support, or misalignment between school and home expectations.

5. Improve Behavior Support Systems to Reduce Discipline-Driven Special Education Referrals

Students with behavioral challenges are suspended, expelled, or placed in restrictive settings at disproportionately high rates. Many of these students could have benefited from earlier intervention rather than facing disciplinary actions that increase their likelihood of being placed in special education.

A strong school-wide behavior support system ensures that students receive the help they need before behaviors escalate into disciplinary action. By shifting from reactive discipline to proactive behavior management, schools can reduce exclusionary discipline practices and prevent unnecessary special education referrals.

• Shift from punitive discipline to restorative practices that focus on conflict resolution, relationship-building, and skill development.
• Implement structured behavior interventions that provide students with clear expectations, reinforcement, and supports before behavior escalates.
• Provide self-regulation and coping strategies to help students manage frustration, navigate social conflicts, and develop emotional awareness.
• Use PBIS to reinforce appropriate behaviors proactively, rather than relying on discipline as a reactive approach.

Example Behavior Support Resources

These school-wide behavior support strategies help educators proactively address student behavior, reduce disciplinary referrals, and support students in developing self-regulation skills.

✅ Video Modeling Lesson for Pre-K & Kindergarten: Staying Calm

Helps young learners recognize frustration and apply calming strategies before reacting.

✅ Video Modeling Lesson for Elementary: Problem-Solving

Guides students through a structured approach to resolving conflicts and making thoughtful decisions.

✅ Video Modeling Lesson for Middle & High: Handling Embarrassment 

Teaches students how to manage emotions in social settings and make responsible choices.

By moving beyond punitive discipline, strengthening behavior interventions, and reinforcing self-regulation skills, schools can support students effectively and reduce unnecessary referrals to special education.

Building a More Equitable Approach to Special Education

When schools strengthen general education supports and refine referral processes, they can reduce disproportionality while ensuring that students receive the right interventions at the right time. Expanding Tier 2 behavioral interventions, embedding social skills instruction into classrooms, improving family engagement, and shifting from reactive discipline to proactive behavior support all help prevent unnecessary special education referrals.

A structured, data-driven approach benefits both students and educators. With clear referral criteria, targeted interventions, and strong collaboration between schools and families, students are more likely to get the support they need before a special education placement is considered. Small, strategic changes can make a significant impact in creating a more equitable system.