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Schools serve as a critical gateway for low-income families to access Supplemental Security Income (SSI), a major income support program for children with disabilities. SSI provides financial assistance to children with disabilities living in low-income families. However, a key process of identifying and applying for benefits can begin in schools, where staff can recognize disabilities and guide families through the application process. The COVID-19 pandemic disrupted this connection as several schools closed for a period of time, significantly affecting SSI application rates.
In this study published in the Journal of Public Economics, led by Michael Levere, PhD (Colgate University), Jeffrey Hemmeter, PhD (Social Security Administration), and David Wittenburg, PhD (Westat), the authors explore how changes in schooling formats during the 2020-21 school year impacted SSI applications for children. They find that child SSI applications were nearly 20% lower in counties where schools operated virtually, compared to counties with fully in-person learning. This finding highlights the role that schools play in linking children to disability benefits, particularly for families who may not be aware of their eligibility without school-based support.
“Westat’s research highlights the importance of schools in the application process, especially in areas with fewer informal support networks,” notes Wittenburg.