Neurodivergent Students of Color Hate School. We can change that
In today's educational landscape, it is vital to have teachers who can connect with and support the diverse range of students in our schools. With American schools becoming increasingly racially and neurodiverse, we must recruit neurodivergent teachers of color. Neurodivergent individuals (like myself) experience the world differently than neurotypical individuals and may have unique strengths and challenges. This label encompasses conditions such as autism, ADHD, dyslexia, and others. ADHD and Dyscalculia are part of my lived experience.
As a lifelong educator, I’ve navigated US schools and graduated with an advanced degree before discovering my Neurodiverse factors. I know firsthand how difficult it can be to succeed without accommodations or other support, which is a driver of my advocacy for neurodiverse and racially-affirming schools. Read on to learn specific strategies to create more affirming learning environments.
The Strategy Slide- Where to Start and How to Make Decisions
As an educator, I have developed a framework called "The Strategy Slide" that provides a simple way to approach the classroom environment. It all starts with the Spirit - how we want our students to experience our being and feel as they enter the classroom, regardless of what they may be going through outside of it.
By establishing a clear idea of the ideal Spirit, we can analyze how Space impacts what is possible. This includes considering power dynamics, identities, physical location, and other relevant factors. It is essential to be curious and honest about these aspects, as we have a limited amount of time to inspire and encourage our students. Once we have analyzed the Space, we can then theorize the Specifics - the actions, ways of communicating, body language, and activities that are most likely to result in our desired Spirit. By adopting this lens of the Spirit, teachers can create an inclusive and welcoming environment for all students, regardless of their background.
All too often, we focus on adopting a piece-meal “toolkit” approach- relying on specific behaviors from a manual or video or advice from others that promises a quick, one-size-fits-all approach, as if our students were IKEA furniture. Our young learners are dynamic possibilities, not problems. As such, I advocate spending most of our time on the Spirit and Space considerations. From there, we’ll be able to discard outdated beliefs, behaviors, and ways of being that reproduce racial and Neurodivergent disparities. What disparities, you ask? Check these out:
Here are ten statistics and data that indicate the challenges faced by Neurodivergent children of color:
According to the National Center for Learning Disabilities, only 17% of Black students with disabilities and 21% of Hispanic students with disabilities graduate high school, compared to the overall graduation rate of 67%.
Studies have found that Black students are disproportionately identified as having emotional or behavioral disorders, which are often associated with negative stereotypes and can lead to disciplinary action.
In a national survey of parents of children with ADHD, Black and Hispanic parents were less likely to report receiving information about their child's condition or to feel that their child's healthcare provider listened to their concerns.
A study published in the journal Pediatrics found that among children with autism, Black and Hispanic children were more likely to have an intellectual disability and less likely to have access to specialized services such as speech therapy.
Research has found that Black and Hispanic children are less likely to be diagnosed with ADHD than their White peers, even when they exhibit the same symptoms.
A report from the Government Accountability Office found that Black students, Hispanic students, and students with disabilities were disproportionately disciplined in US schools, often for minor offenses.
Studies have shown that Black and Hispanic students are less likely to be identified as gifted or talented, even when they have high academic achievement.
According to the National Black Child Development Institute, Black children are more likely to be suspended or expelled from preschool than their peers, often for developmentally appropriate behavior.
Research has found that students with disabilities who are English language learners face unique challenges, including difficulty accessing appropriate assessments and services.
A study published in the Journal of Autism and Developmental Disorders found that Black and Hispanic children with autism were less likely to receive a diagnosis before the age of 6, which is when early intervention services are most effective.
As the future of America becomes increasingly racially and neurodiverse, our schools must provide the support and affirmation our neurodiverse and racially diverse students require to flourish. Instead of focusing solely on academic achievement, we must prioritize creating a relational and inspiring educational experience that prepares children to be socially healthy adults, not just productive workers. It is time to take action and make our schools more inclusive and supportive for all students. On board, but unsure where to start.
Here are five recommendations for US schools and teachers to support neurodivergent students of color:
Increase awareness and training: Schools and teachers should receive training on supporting neurodivergent students of color. This includes understanding different learning styles, recognizing symptoms of various neurodivergent conditions, and creating safe spaces for students to express their needs.
Foster a supportive environment: Schools should create a supportive environment that encourages neurodivergent students of color to be themselves. This includes promoting diversity and inclusion, celebrating differences, and creating opportunities for students to connect.
Provide individualized support: Schools should provide individualized support for neurodivergent students of color. This includes offering accommodations such as extra time on assignments or tests, providing assistive technology, and assigning mentors or tutors.
Promote self-advocacy: Teachers should encourage neurodivergent students of color to advocate for themselves. This includes teaching them how to communicate their needs effectively, promoting self-awareness, and providing opportunities for students to practice assertiveness.
Partner with families and communities: Schools should partner with families and communities to support neurodivergent students of color. This includes engaging parents and caregivers in the education process, providing resources and support for families, and connecting students with community organizations that can offer additional support.
This can be overwhelming and difficult to take on. But it is possible, and our kids deserve support, affirmation, and to be seen, valued, and heard. That’s what school should be about. If you’d like more help, I partner with schools, community orgs, and other partners to start them on the path to an affirming culture for all community members.
