College Leave of Absence Policies: The Flexibility to Support Mental Health and Academic Success

This resource will help college student leaders: 

• Evaluate their current “leave of” and “return from” absence policies.
• Identify areas for improvement in existing policies and draft proposals for revisions.
• Create an advocacy action plan for campus policy change using allies and stories from students who have been affected by current leave of absence policies.

Why Leave of Absence Policies?

Colleges and universities are held liable under the Americans with Disabilities Act (ADA), a federal law that prohibits discrimination against students whose mental health conditions “substantially limit a major life activity,” including learning. Under the ADA, institutions must ensure that students are not unfairly discriminated against and receive “reasonable accommodations” to allow them to continue and succeed in higher education.

Some colleges and universities are now starting to pay more attention to leave of absence policies. Students may seek a leave of absence for various reasons, including financial hardship, academic performance, family emergencies, personal circumstances, or mental health challenges. This guide will help you make the case to modify leave of absence policies to be easily accessible, non-punitive and specific so that students can take the time they need without fear of retribution or discrimination, especially those looking to take a leave of absence for mental health challenges.

Terms to Know

Below are some terms you may encounter as you navigate the leave of absence policy change process at your college or university:

• Leave of Absence (LOA)
  • Administrative permission to be absent from studies.
• Voluntary Leave of Absence 
  • A leave of absence requested by a student without any coercion or requirement.
• Involuntary Leave of Absence
  • A leave of absence required by an institution against the wishes of the student.
• Medical Leave of Absence
  • A leave of absence taken for medical reasons, including physical and mental health. This may be one of several leave of absence options from which a student can choose.
• Personal Leave of Absence
  • A leave of absence taken for personal reasons, which typically do not need to be disclosed to the institution. This may be one of several leave of absence options from which a student can choose.
• Stopping Out
  • Temporarily pausing college enrollment with the intent to return at a later date, while “dropping out” means permanently leaving without the intention of returning.
• Due Process
  • Formal proceedings, such as an administrative hearing, carried out in accordance with established rules and principles to adequately assess the condition of a student prior to dismissal (such as in an involuntary leave of absence).
• Appeal
  • A proceeding by which a student can make their case before an administrator, or a panel of administrators, to have a sanction (e.g., dismissal from university housing) or involuntary leave of absence reversed.
• Health Success Plan 
  • A collaborative plan created by a student returning from a leave of absence and campus officials that outlines the various resources and accommodations that are available to the student to promote their success on campus, and how to access those resources and accommodations.

Policy Evaluation Tools

The following questions are based on what are considered to be the best practices that colleges and universities should adopt. Use the following questions to determine whether your leave policy, return policy, or involuntary leave policy is in need of improvement.

How Comprehensive Is Your Campus Leave of Absence Policy? 

• Does your institution have a single leave of absence policy that applies to all students, or do policies vary across different schools, departments, or programs of study?
• Is your absence policy easy to find on your school’s website?
• Are the leave of absence policies the same for students taking a medical leave of absence as those taking a mental health leave of absence?
• Are the academic and financial consequences of taking a leave of absence clearly outlined for students?
• Does the policy explicitly describe the available points of contact within the campus community available to them during their leave of absence?
• Does the policy emphasize the importance of considering each student’s individual circumstances regarding the terms of the leave and return policies?

Does Your Return to Campus Policy Center Student Support?

• Is the process for re-enrollment, including all deadlines for academic and financial requirements, spelled out in the return policy?
• Does the policy mention a “health success plan” that outlines the support offices and staff available to the students upon their return and how to access these resources?
• Does the policy mention that students have the right to seek out and request accommodations from the disability service office/coordinator on campus?

How Strong is Your Involuntary Leave of Absence Policy? 

• Does the involuntary leave of absence policy provide a process for an affected student to present information regarding their condition to staff and administrators (i.e., a “hearing” or “due process”)?
• Does the policy outline the administrative process, including the criteria for imposition of a leave, the information considered, and the administrators involved in the process?
• Does the policy require that a student be evaluated by a staff member prior to leave and/or returning to campus?

If you have difficulty finding your policies, consider searching your campus website using the following terms: “medical leave of absence,” “mandatory leave of absence,” “stopping out,” “academic withdrawal,” and “administrative withdrawal.”

Who Are My Allies?

When it comes to making significant changes, cultivating a group of allies who are invested in your efforts is essential. Remember, every campus is different. You may find allies in places not mentioned below, but this section will help you get started.

Steps to Advocate for a Leave of Absence Policy

Every campus culture is different. While we can’t provide a one-size-fits-all approach for making a compelling case for your leave of absence policy suggestions, we can provide suggestions for creating successful preparation, execution, and follow-up plans that will be appreciated by other stakeholders.

1. 1. Build a Coalition or Committee of Diverse, Invested Parties
      • Involve voices across the community for a well-rounded advocacy effort
      • Delegate tasks to team members
   2. Gather Research & Data
      • Retention and graduation rates
      • Gather stories of students who used or would benefit from a new policy
      • Mental health survey data (Healthy Minds Study, NCHA)
      • Peer institution comparisons and benchmarking
   3. Collect Student Stories
      • Personal narratives create an emotional connection to the issue
   4. Craft a Clear Proposal
      • Outline the benefits of the changes you are proposing
      • Write a SMARTIE Goal to make your vision clear
      • Develop a clear timeline with input from stakeholders on important dates and times required for campus processes
   5. Present to Decision-Makers
      • Prepare a clear agenda and, if appropriate, a presentation
      • Propose the new policy language with justification for each addition and omission
      • Highlight peer institutions with similar success
   6. Follow-Up
      • Expect multiple meetings before final approval

Research & Legal Resources

Bazelon Center for Mental Health Law

• The Bazelon Center for Mental Health Law has taken great interest in the issue of student leaves of absence, particularly involuntary leaves of absence, for two decades. Their website is full of helpful resources, including case law and a guide to students’ rights under the Americans with Disabilities Act.
  • Supporting Students: A Model Policy for Colleges and Universities
  • Campus Mental Health Know Your Rights

Disability Rights Advocates

• Disability Rights Advocates specialize in litigating cases on behalf of people with disabilities who have been discriminated against. They have a helpful recap of many of their cases on their website, and you can also be in touch with them regarding legal questions and specific cases in which you believe students’ disability rights have been infringed on on your campus.