Food Insecurity and Special Education

 Daniel Krichker.

Abstract: 

In recent decades, the coexistence of hunger, food insecurity, and special education has gained considerable attention from policymakers, researchers, and educators. Food insecurity, defined as inconsistent access to nutritious food, profoundly impacts children's mental, physical, and emotional development (Wang, 2021). Special education students are particularly susceptible, as their developmental needs demand proper nutrition for effective learning and socialization. Studies reveal that food insecurity elevates the risk of cognitive, emotional, and behavioral issues among children (Shor, 2021), which hinders their learning capabilities and necessitates specialized educational interventions. Furthermore, hunger and food insecurity can exacerbate existing health conditions in special education students, leading to absenteeism and poor academic performance (Banks, 2021). Consequently, it becomes crucial to address hunger and food insecurity among children with special needs to foster inclusive and equitable learning environments. Addressing these challenges requires collaborative efforts from multiple stakeholders. Nutrition programs like the National School Lunch Program (NSLP) and the Supplementary Nutrition Program (SNP) play a vital role in providing nutritious meals to food-insecure students (Gundersen & Ziliak, 2015). Moreover, educating families about balanced nutrition, community resources, and government assistance can alleviate food insecurity and enhance the well-being of children with special needs. A prominent theory that can be applied to both food insecurity and special education is the Social Cognitive Theory, as it emphasizes the reciprocal interactions between individuals, their behaviors, and their environment, which can influence one's self-efficacy and ability to overcome challenges associated with these social issues. This abstract emphasizes the significance of understanding the intersectionality of hunger, food insecurity, and special education. By implementing targeted interventions and addressing the nutritional needs of special education students, schools and communities can foster their holistic development, and ultimately improve their quality of life.

Key Words: food insecurity, special education

Psychological Treatment and Food Insecurity

Food insecurity and mental health are closely linked together. There’s a higher risk of experiencing depression, mood disorders, anxiety disorders or suicidal thoughts with those in severe food-insecure households (Sizon). As a psychologist, I would treat the depression and anxiety associated with food insecurity with the help of Cognitive Behavioral Therapy (CBT). Cognitive behavioral therapy (CBT) is a form of psychological treatment that has been demonstrated to be effective for a range of problems including depression, anxiety disorders, alcohol and drug use problems, marital problems, eating disorders, and severe mental illness. Moreover, CBT is a widely-used, evidence-based therapy that focuses on changing unhelpful thoughts and behaviors to improve emotional well-being. First, I would help clients recognize negative thoughts and beliefs related to their food insecurity, such as feelings of inadequacy or hopelessness. Next, I will collaborate with clients to develop healthy coping strategies to manage anxiety, depression, or stress associated with food insecurity. By doing so, I will assist my client with confronting anxiety-inducing situations and gradually get my client more comfortable in managing themselves in a healthy and safe way.

Psychological Treatments and Special Education

Special education and mental health are also interconnected. As a psychologist, I would suggest/utilize social-emotional learning (SEL) interventions to improve emotional regulation and social skills for students in special education. Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. There have been many studies conducted relating to the effectiveness of social-emotional learning. For example, Durlak et al. synthesized the effectiveness of 213 school-based universal SEL programs on students’ (K-12) social-emotional skills, attitudes, behaviors, and academic performances. During the meta-analysis, they inserted dichotomously coded characteristics of intervention (e.g., whether the intervention met Sequenced, Active, Focused, and Explicit [SAFE] criteria) and implementers (e.g., whether authors monitored the process of intervention) as moderators of SEL programs’ effects on student outcomes. This study found that SEL programs fulfilling SAFE criteria and showing no problems in implementation had larger effect sizes than those not. Another method of supporting students in special education is the Collaborative Problem Solving (CPS) method. Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts (Valamis). Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. Referencing a study conducted by Qian Tian (which explored the overall effect of online CPS methods on students' learning performance and identified the moderating factors that influence this impact, psychologists employed a meta-analysis approach to analyze the combined effects of 31 articles), the results showed that the online CPS method had a medium impact on students' learning performance, with an overall positive effect size of 0.526 (Zheng, et al.). Therefore, the collaborative problem-solving method is a valid and effective method of assisting special education students.

Mental Health Issues and Food Insecurity

One mental health diagnosis associated with food insecurity is anxiety. Anxiety is defined to be a physiological or psychological response that occurs when the body and mind encounter stressful, dangerous, or unfamiliar situations. Di Fang conducted a survey of 2714 low-income respondents nationwide from June 29, 2020 to July 21, 2020, to explore the association between food insecurity and mental health outcomes among low-income Americans during the COVID-19 pandemic. This study found that food insecurity is associated with a 257% higher risk of anxiety and a 253% higher risk of depression (Hu). Therefore, food insecurity is found to be closely connected to anxiety. To help with this, public health measures should focus on getting direct subsidies of food purchases to poor families, especially families with children. They should also reduce the stigma and shame that is associated with accepting charitable foods. Another mental health diagnosis associated with food insecurity is major depressive disorder. Depression, also referred to as clinical depression or major depressive disorder, is a medical condition that is classified as a mood disorder. It can affect how you feel and your ability to function on a day-to-day basis. A study was conducted by Nicole Reeder to find the relationship between food insecurity and depression by examining data from the 2005–2016 National Health and Nutrition Examination Survey (NHANES). The results of this study indicated that fully food secure and very low food security adults experienced depression at a rate of 5.1% and 25.8%, respectively (Rao-Scott chi-square, p < 0.0001). Furthermore, participants with very low food security had significantly greater odds of depression than food secure adults, OR = 3.50 (95% CI: 2.98, 4.12) (Reeder). Hence, these findings suggest that food insecurity is a significant risk factor for depression in US adults over 20 years of age. Moreover, to address this issue in our citizenry, police initiatives and public health interventions addressing both food access and mental health should be prioritized.

Mental Health Issues and Special Education

One mental health diagnosis found interlinked with special education is Attention Deficit/Hyperactivity Disorder (ADHD). Attention-deficit/hyperactivity disorder (ADHD) is one of the most common mental disorders affecting children. Symptoms of ADHD include inattention (not being able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without thought). A study by J AM Acad Child Adolesc Psychiatry conducted a study that analyzed school performance in students with ADHD compared to students without ADHD, and the association between pharmacological treatment of ADHD and school performance. They did this through a linkage of Swedish national registers covering 657,720 students graduating from year 9 of compulsory school, which provided measures of school performance, electronically recorded dispensations of ADHD medication, and potentially confounding background factors such as parental socioeconomic status. The result of this study was that ADHD was associated with substantially lower school performance independent of socioeconomic background factors (Jones). However, one limitation of this finding is that treatment with ADHD medication for 3 months was positively associated with all primary outcomes, including a decreased risk of no eligibility to upper secondary school, odds ratio of 0.80, 95% confidence interval (CI) 0.76-0.84, and a higher grade point sum (range 0.0-320.0) of 9.35 points, 95% CI=7.88-10.82; standardized coefficient of 0.20. All in all, special education and ADHD are closely connected, and if untreated, can be detrimental to the child’s learning capabilities and mental health.

School system and Special education

The school system plays a crucial role in addressing social issues such as special education, ensuring that all students have the opportunity to succeed. Special education programs are designed to meet the needs of students with disabilities through the implementation of Individualized Education Programs (IEPs). . The IEP lists the special education and related services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or support for school personnel—such as training or professional development—that will be provided to assist the child (U.S. Department of Education). Furthermore, the government also published the Individuals with Disabilities Education Act (IDEA). This is federal law that ensures students with disabilities receive free and appropriate public education tailored to their individual needs. Moreover, it mandates that public schools provide special education services and accommodations through Individualized Education Programs (U.S. Department of Education). 

School system and Food insecurity:

Schools play a vital role in addressing food insecurity among students through comprehensive meal programs. Initiatives such as the National School Lunch Program (NSLP). The National School Lunch Program (NSLP) is a federally assisted meal program operating in public and nonprofit private schools and residential child care institutions (U.S. Department of Agriculture). Additionally, schools implement the School Breakfast Program (SBP), which provides essential nutrition to millions of children across the United States. These programs ensure that students receive balanced meals at reduced or no cost, thus alleviating the financial burden on low-income families. Additionally, many schools implement free and reduced-price meal plans, making it easier for students from economically disadvantaged backgrounds to access healthy food without stigma. Through these initiatives, the school system significantly contributes to reducing food insecurity and supporting the well-being and academic performance of students.

Mental Illness/Psychology’s Relationship with Food Insecurity

Food insecurity, a pervasive issue affecting millions globally, is intricately linked with mental illness. Common mental illnesses prevalent among those experiencing food insecurity include depression, anxiety, and stress-related disorders. Studies have shown a significant correlation between food insecurity and poor mental health outcomes, with individuals facing food insecurity exhibiting higher rates of depressive symptoms and anxiety disorders compared to their food-secure counterparts. For instance, a study by Travertine Garcia was conducted to understand associations between food insecurity and depression, anxiety, and stress during the COVID-19 pandemic among low-income adults in the United States. During March 19–24, 2020, the team fielded a national, web-based survey (53% response rate) among low-income adults (<250% of the federal poverty line) in the United States (N=1,476). Then, multivariable-adjusted logistic regression models examined the association between food insecurity and psychological distress outcomes and COVID-19-specific worries with qualitative data from an open-response question also being analyzed (Smith, et. al). These results found that more than one-third of low-income adults screened positive for depression (33%), anxiety (39%), and high stress (39%). Compared to food-secure adults, adults with very low food security were more likely to screen positive for depression (odds ratio [OR] 7.72; 95% confidence interval [CI]: 5.52–10.80), anxiety (OR 6.19; 95% CI: 4.51–8.51), and high perceived stress (OR 10.91; 95% CI: 7.78–15.30). Moreover, individuals struggling with food insecurity often face chronic stressors related to financial instability, inadequate access to nutritious food, and social stigma, further exacerbating their mental health challenges. The intersectionality of factors such as socioeconomic status, race, and gender adds complexity to this issue, with marginalized communities disproportionately affected by both food insecurity and mental illness. To summarize, mental illness and psychology plays a significant role on the topic of Food Insecurity.

Mental Illness/Psychology’s Relationship with Special Education

Special education intersects significantly with mental illness. Within the realm of special education, common mental illnesses prevalent among students include Attention-Deficit/Hyperactivity Disorder (ADHD), autism spectrum disorders (ASD), and anxiety disorders. A CDC study found that adults with disabilities report experiencing more mental distress than those without disabilities (CDC). For instance, students with ASD often struggle with co-occurring mental health conditions such as anxiety and depression, which can impact their academic performance and social functioning. Moreover, the educational environment itself may contribute to or exacerbate mental health challenges for students with disabilities, as they may face stigma, bullying, and feelings of inadequacy in traditional school settings. The role of psychology in special education is multifaceted, encompassing assessment, intervention, and support services tailored to meet the unique needs of students with mental illness. School psychologists and special education teachers play a critical role in identifying students' mental health needs, developing Individualized Education Programs (IEPs) that address both academic and socio-emotional goals, and implementing evidence-based interventions to support students' mental well-being. Ultimately, addressing mental illness within the context of special education requires a comprehensive approach that acknowledges the complex interplay between disability, mental health, and academic success, ensuring that all students have the support they need to thrive in inclusive learning environments.

Biological/Psychological/Sociocultural Processes’s Relationship to Food Insecurity and Special Education

The experience of food insecurity and engagement in special education are influenced by a complex interplay of biological, psychological, and sociocultural processes. Biologically, individuals facing food insecurity may experience physiological responses such as altered eating patterns, impacting the individuals’ overall health and well-being. Food insecurity is associated with low dietary quality in adults. According to one review, food-insecure adults consume fewer fruit, vegetables, and dairy products when compared to food-secure adults. Food-insecure adults also consume less vitamins A and B6, calcium, zinc, and magnesium (Leung, ., et al). Similarly, students enrolled in special education programs may exhibit neurodevelopmental differences or disabilities that affect their cognitive functioning and learning capabilities. Psychologically, the stigma and shame associated with food insecurity can lead to feelings of low self-esteem, anxiety, and depression, exacerbating mental health challenges for affected individuals. Similarly, students in special education may grapple with issues related to self-concept and identity, as they navigate academic environments that may not fully accommodate their learning needs. Socioculturally, food insecurity and special education are influenced by broader social determinants such as socioeconomic status, race, and access to resources. Marginalized communities are disproportionately affected by both food insecurity and inequities in educational opportunities, highlighting the interconnectedness of social factors in shaping these experiences. Referring to the results of the National Pandemic Pulse Project, the rates of food insecurity were nearly twice as high among Black (48%) and Hispanic (46%) people compared to white (25%) respondents (John Hopkins Bloomberg School of Public Health). To summarize, understanding the multifaceted nature of these processes is essential for developing holistic interventions that address the underlying biological, psychological, and sociocultural factors contributing to food insecurity and special education disparities.

Conclusion

In conclusion, this research article examines the intricate relationship between food insecurity, special education, and mental health, highlighting the significant impact they have on children's well-being and academic performance. It explores the prevalence of food insecurity among students in special education programs and the associated risks of mental health issues, such as depression and anxiety. The study underscores the importance of addressing these challenges through holistic interventions that consider biological, psychological, and sociocultural factors. By acknowledging the interconnectedness of hunger, food insecurity, special education, and mental health, the article advocates collaborative efforts from policymakers, educators, and psychologists to create inclusive learning environments and support the diverse needs of students.

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