Exploring Student Experiences and Improving Outcomes for Black Children with Autism
By Asha Amore Brown and Diallo Telli BrownAutism Spectrum Disorder (ASD) is a developmental disorder that affects how individuals communicate, behave, and interact with the world. The Centers for Disease Control and Prevention (CDC) estimates that 1 in 36 children in the United States is diagnosed with ASD. While the diagnosis is widespread across racial and socioeconomic groups, the disparities in autism diagnosis and support for Black students in K-12 education are stark.
Research highlights that Black children are often diagnosed with autism at older ages compared to their white peers, with many not receiving a formal diagnosis until well after their early developmental years. This delay results in missed opportunities for early intervention, a critical period for improving long-term outcomes in education, social development, and overall quality of life.
Black students face systemic barriers that delay diagnosis and intervention. These barriers include implicit biases held by educators and healthcare providers, inequitable access to healthcare and educational resources, and a lack of cultural competence in diagnosing autism within diverse populations. Implicit bias, for example, can result in educators interpreting behaviors associated with autism — such as repetitive actions or challenges with social interactions — as defiance or behavioral issues rather than developmental differences.
Equally concerning is the misdiagnosis of Black students. Many are categorized as having emotional or behavioral disorders instead of autism, leading to interventions that are misaligned with their needs. According to a 2020 study by Hani Morgan, this mislabeling often results in higher rates of suspension, expulsion, or placement in restrictive educational settings.
The consequences of delayed diagnosis are profound. Without early identification and intervention, Black students with autism often experience academic struggles, social isolation, and mental health challenges. In addition, they miss out on critical services, such as speech and occupational therapy, tailored instructional methods, and Individualized Education Programs (IEPs).
When Black students are misdiagnosed or not diagnosed at all, their potential for success is hindered. The long-term impacts can include lower graduation rates, limited opportunities for higher education, and challenges in securing meaningful employment.
Addressing these disparities requires a multi-faceted approach that includes:
- Increasing Cultural Competence Among Educators and Staff: Ensuring educators understand how autism presents in diverse populations is essential for accurate identification and support.
- Implementing Routine Developmental Screenings: Universal screenings can help catch developmental concerns early, ensuring timely interventions.
- Diversifying School Staff: Representation matters. A diverse team of educators, counselors, and specialists can provide culturally relevant interventions and build trust with families.
- Strengthening Advocacy Programs: Peer and parent advocacy initiatives can empower families to navigate the special education process effectively.
- Equity-Based Funding: Allocating resources to underserved schools ensures that all students, regardless of race or socioeconomic status, receive adequate support.
The Role of Educators in Supporting Black Students with Autism
Educators are among the most influential figures in the lives of students. For Black students with autism, the role of teachers and school staff becomes even more significant. Beyond instruction, educators serve as advocates, mentors, and facilitators of inclusive learning environments. However, to fulfill these roles effectively, educators need specialized preparation and ongoing professional development.
The intersection of race, culture, and disability presents unique challenges for Black students with autism. Without adequate training, even well-meaning educators may inadvertently contribute to inequities in the classroom. Preparing educators to meet the needs of these students is not just a matter of policy — it’s a matter of social justice.
Barriers to Effective Preparation
Several systemic and institutional barriers limit educators’ ability to support Black students with autism effectively.
Lack of Diversity in Teacher Training Programs: Many educator preparation programs do not adequately address the intersectionality of race, culture, and disability. This gap leaves teachers unprepared to meet the unique needs of Black students with autism.
Implicit Bias: Without training to recognize and address implicit biases, educators may unconsciously lower expectations for Black students with autism or misinterpret behaviors as defiance rather than manifestations of their condition.
Limited Resources: Schools often lack the funding or infrastructure needed to provide robust professional development opportunities for teachers and staff.
Recommendation 1: Culturally Responsive Teaching Practices
Culturally responsive teaching is essential for creating equitable learning environments. Educators must be trained to:
Recognize and Value Cultural Differences: Understand how cultural norms influence communication styles, behavior, and learning preferences.
Adapt Instructional Methods: Use teaching strategies that are inclusive and affirming of students’ cultural identities.
Incorporate Diverse Perspectives: Ensure that curriculum materials reflect the experiences and contributions of Black individuals and other marginalized groups.
Culturally responsive teaching goes beyond surface-level practices like celebrating cultural holidays. It requires a deep commitment to understanding students’ lived experiences and using that knowledge to inform instruction.
Recommendation 2: Ongoing Professional Development
One-time workshops are insufficient to prepare educators for the complexities of supporting Black students with autism. Professional development should be continuous, collaborative, and grounded in research. Key areas for training include:
Implicit Bias Awareness: Help educators recognize and challenge their own biases.
Trauma-Informed Practices: Equip teachers to support students who may have experienced trauma, including systemic racism or adverse childhood experiences.
Universal Design for Learning (UDL): Train educators to create flexible learning environments that accommodate diverse needs and abilities.
Professional development should also include opportunities for self-reflection, peer collaboration, and mentorship. Schools can create professional learning communities (PLCs) where educators work together to address challenges and share best practices.
Recommendation 3: Diversifying the Teaching Workforce
Representation matters. Increasing the diversity of the teaching workforce can have a profound impact on Black students with autism. Research shows that students of color benefit from having teachers who share their racial or cultural background. Strategies to diversify the teaching workforce include:
Recruitment Initiatives: Partner with historically Black colleges and universities (HBCUs) and minority-serving institutions (MSIs) to recruit future educators.
Retention Programs: Create mentorship and professional development opportunities to support teachers of color throughout their careers.
Scholarships and Financial Support: Offer financial incentives to encourage individuals from underrepresented groups to pursue teaching careers.
The Role of School Leaders in Professional Development
School leaders play a crucial role in shaping the professional development experiences of their staff. Administrators must prioritize equity to make equity a central focus of professional development initiatives. Also, allocate resources to ensure that funding is available for high-quality training programs. And, model lifelong learning. Administrators participating in professional development alongside teachers demonstrates a commitment to continuous improvement.
To ensure that professional development programs are effective, schools must establish clear metrics for success. Some indicators to track include student outcomes by monitoring academic performance, behavior, and social-emotional growth among Black students with autism. Track teacher confidence by surveying educators to assess their comfort level in supporting diverse learners. Assess retention rates, to track the retention of teachers of color and educators specializing in special education.
Conclusion: Investing in Educator Preparation
Preparing educators to support Black students with autism is a long-term investment with far-reaching benefits. Schools and districts must commit to ongoing professional development, culturally responsive teaching, and efforts to diversify the teaching workforce.
By equipping educators with the knowledge and skills they need, we can create inclusive learning environments where all students have the opportunity to succeed. This work requires time, resources, and dedication—but the impact on students, families, and communities is immeasurable.
This series will lay the foundation for understanding the challenges and systemic inequities that Black students with autism face in K-12 education. Subsequent articles in this series will delve deeper into specific recommendations and actionable steps for educators, policymakers, and families to address these disparities.
Asha Amore Brown is a student at Northeastern Illinois University studying Sociology with plans to study Speech and Language Pathology in graduate school. Her father and co-author is Diallo Telli Brown, Ed.D., a public school administrator at Zion-Benton THSD 126 in Lake County. This co-authored series provides a comprehensive approach to addressing disparities in autism diagnosis and support for Black students in K-12 to college education settings, offering specific recommendations that can be implemented by educators, schools, and policymakers to create a more inclusive and equitable educational system. Look for more in the series in an upcoming issue of the Journal. Resources associated with this piece can be accessed via iasb.com/Journal.