The untold struggles of Neurodivergent Black boys in schools
Honoring Black History Month, NdC Associate Warda Farah explores the intersection of Black and Neurodivergent identity, and reflects on how the dual marginalisation faced by Black Autistic individuals is further compounded for boys in school settings.
Warda is the creator and host of NdC’s monthly, free-to-attend Black Autistic Meetup sessions.
In our current education system, too many Black boys face the harsh reality of being misunderstood, mislabeled, and underserved. The story of a young Afro-Caribbean boy, struggling with understanding, processing, and literacy at school, is not unique. Rather than receiving a thorough assessment for autism or dyslexia, this child was labelled "angry" by his teachers and placed in anger management classes. This trajectory is sadly familiar, as countless Black boys face similar experiences where their neurodivergent traits are pathologised as behavioural problems rather than being seen for what they truly are—manifestations of neurodiversity.
This issue prompts us to ask: how often are Black boys accurately identified as neurodivergent and given the proper support before they are on the brink of permanent exclusion? The troubling reality is that too many Black neurodivergent children are failed by a system that continues to uphold ableism and institutional racism.
The problem with mislabelling
When a Black child struggles in the classroom, their behaviours are too frequently interpreted through a lens of adultified, negative stereotypes. This process of "adultification" involves viewing Black children as older and more responsible for their actions than their white peers. As a result, they are less likely to be treated with the compassion or understanding extended to other children and more likely to be subject to harsh disciplinary measures. Rather than identifying a neurodivergent child’s difficulty with literacy or comprehension as signs of potential learning differences, educators often pathologise these behaviours, casting them as signs of defiance or aggression.
The failure to properly assess neurodivergent Black children for autism, adhd, dyspraxia or dyslexia speaks to a deeper systemic bias—one that perceives their traits as problems to be managed, rather than needs to be supported. This misidentification is not just an oversight; it is part of a broader pattern of institutional racism that criminalises Black bodies and minds in spaces where they should be nurtured.
Institutional racism and the exclusion of Neurodivergent Black boys
Institutional racism in education is a well-documented phenomenon. From harsher punishments to lower expectations, Black children are disproportionately impacted at every level. But when race intersects with neurodivergence, the picture becomes even more troubling. Rather than being viewed as children with complex needs who require tailored support, neurodivergent Black boys are too often perceived as troublemakers or threats.
This skewed perception feeds into exclusionary practices that push Black boys out of mainstream education. The statistics bear this out: Black boys are more likely to be suspended, expelled, or placed in special education settings for "behavioural" issues. The failure to identify their neurodivergence not only denies them the resources they need to thrive but also reinforces harmful stereotypes about Black masculinity—associating it with aggression and criminality.
The consequences of this exclusionary approach extend far beyond the classroom. When Black boys are routinely criminalised by the education system, it shapes their self-perception and their future. Many disengage from education entirely, creating a pipeline to further marginalisation, reduced economic opportunities, impacting their mental wellbeing and, in the worst cases, involvement with the criminal justice system. In essence, the failure to support neurodivergent Black boys is not just an educational crisis; it is a social justice issue that shapes lives and futures.
Moving toward compassionate support
Addressing these deep-seated biases requires a fundamental shift in how we view and treat neurodivergent Black children. Education professionals are key to advocating for and readdressing the power imbalance that exists in our classrooms. Education professionals need to adopt a trauma-informed, culturally sensitive approach that recognises the complexities of neurodivergence in the context of race. This means acknowledging the specific barriers that Black boys face, from adultification to systemic racism, and providing them with tailored interventions that support their unique needs rather than punishing their differences.
We need those working with our children to be able to recognise the signs of neurodivergence in all students, with a particular emphasis on overcoming the implicit biases that lead to the negative pathologisation of Black children. The system needs to move away from reactive disciplinary measures and towards proactive, compassionate interventions that centre the well-being of the child.
A call to cction: supporting Neurodivergent Black boys
To support neurodivergent Black boys effectively, we must implement specific strategies at both systemic and individual levels, we are all each individually and collectively responsibile for the future generation of children:
Universal Screening for Neurodivergence
Schools should conduct regular screenings for neurodivergent traits, especially for children who exhibit learning challenges, rather than waiting for behavioural issues to emerge.Anti-Racist & Anti-Ableism Training for Educators
Teachers and administrators must undergo training that addresses not only general neurodivergence but also the racial biases that lead to the adultification, pathologisation & criminalisation of Black boys.Culturally Responsive Assessments
Educational assessments should be culturally sensitive, recognising that Black children may express neurodivergent traits differently from their white peers. This means creating new diagnostic processess that consider cultural differences in communication, behaviour, and learning styles.Family and Community Engagement
Schools must engage with families and communities, ensuring that the voices of Black parents are heard and that they are partners in advocating for their children's educational and emotional needs.Data-Driven Accountability
Educational institutions must hold themselves accountable by tracking and publicly reporting the rates of diagnosis, exclusion, and academic achievement among Black neurodivergent students.
Neurodivergent Black boys deserve to be seen, heard, and supported—not criminalised or pathologised. It is essential that we rethink our approach to neurodiversity in education and commit to dismantling the institutional racism that continues to harm Black children. Only through a concerted effort to address these entrenched biases can we ensure that every child, regardless of race or ability is given the opportunity to truly thrive.
Interested in joining our next Black Autistic Meetup?
Our next session is Monday 4th November.
You can book your place using the form below, or on the Black Autistic Meetup page of this website.
