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In Honor of Black History Month
By Carol S. Siege, PCC
Founder, Family Pathways Coaching, LLC
This past weekend, in honor of February’s Black History Month, I listened to a 2021 conversation with David Ikard, renowned professor of African American and Diaspora Studies at Vanderbilt University. Prof. Ikard’s work focuses on the idea that we need to view history accurately in order to learn from it. In this same vein, we need to examine honestly how Black neurodiverse children are diagnosed and supported in an effort to provide everyone their best care.
Studies conducted by the CDC, as well as studies compiled by the NIH, suggest that Black adolescents are under-diagnosed for both ADHD and autism. Researchers believe the reasons for these discrepancies range from racial bias to a reluctance among some groups to ask for help.
Black students, for example, are more likely to be diagnosed with conduct or adjustment disorders than white students. And black adolescents (ages 12-17) are less likely to be diagnosed with ADHD, even though there is no difference in the rate of diagnosis among younger children (ages 3-17), as per multiple CDC studies. The reasons for the discrepancies vary from clinical interpretations and expectations to the way parents describe their child’s behaviors to how symptoms present in the classroom.
In the end though, students who are disciplined -- rather than supported -- during periods of emotional dysregulation or impulsivity wind up with low self-esteem and can resort to masking or avoiding school altogether. Studies also show Black students are more likely to be seen as aggressive or defiant and are punished for what might otherwise be considered neurodivergent behavior requiring supportive therapy instead.
Historically, Black children have been diagnosed with autism significantly later than white children, which matters because the earlier a child receives services the better that child’s outcome is likely to be. As of 2022, however, studies show that gap has closed as screening has improved.
One challenge within some Black communities is the reluctance among parents to label their children as neurodiverse. Cultures that value strength and endurance might also fear for the safety of their children if they are seen as different or weak. If a family believes their child is already under additional scrutiny as a person of color, they may not want to have that child be conspicuous in another way as well.
For families dealing with these challenges, support is available through well-respected organizations, some established and run by neurodiverse people specifically supporting the Black community. A few established organizations include:
- Autism in Black Inc.
A neurodiversity-centered, community-focused group that provides culturally responsive education and support for Black families navigating autism.
- African American/Black ADHD Peer Support Group (via ADD.org)
A peer support group for African American adults with ADHD offering shared community conversations, coping strategies, and culturally competent support.
- Autistic People of Color Fund
A culturally rooted, community led organization focusing on support, mutual aid, and reparations by and for autistic people of color and centering on racial equity.
- Autistic Self Advocacy Network (ASAN)
An autism advocacy organization run by and for autistic people, focusing on civil rights, public policy, inclusion, and disability justice at the national level.
When supporting parents raising neurodiverse Black children, keep in mind:
- Empowerment, Not Exposure
Black families may feel identifying their child as neurodivergent will leave them open to extra scrutiny and negative attention. In-school support, though, can be empowering for children who walk through the world differently. Children can learn where it is safe to be themselves and when it is appropriate to accept help that will allow them to work toward their potential.
- Information, Not Identity
Some black families are particularly hesitant to get help for their neurodiverse children because they don’t want them labeled as “different,” especially if they fear additional repercussions. Diagnoses and in-school support, however, can provide information that can lead to healthier self-perception and self-esteem. Knowledge is a powerful tool for our kids’ empowerment and autonomy.
- Protection, Not Special Treatment
Because some black communities place a high value on one’s ability to push through adversity, there can be a reluctance to accept in-school support for their neurodiverse children. But recognizing that our neurodiverse children’s minds work differently, that they experience the world uniquely, isn’t “special treatment;” rather, it can provide protection for our children from unfair judgement and a world that may not understand them.
If you’re parenting a neurodiverse Black child and are feeling hypervigilant and isolated, exhausted by the energy it takes to advocate for your child or fearful of judgement, consider working with a coach to learn about supporting yourself, as well as your child. As a certified professional coach with expertise supporting parents raising neurodiverse children, I help burned-out parents find strategies that reduce, not add, to the burdens of raising neurodiverse children. Reach out! I’m here to help.
