Neurodivergence and Autism in the Educational System
Research Team: Lena Ross, Nicole Kuceravec, Robyn Ferguson, Natalie
Chan, Salimatou Diallo
Critical Insights for Activists
The "Resource Gap" in Diagnosis:: Regional wealth and racial demographics are the strongest predictors of autism diagnosis; wealthier, whiter districts have significantly higher identified rates.
Exclusionary Practices:: Neurodivergent students, particularly those of color or who are non-verbal, are disproportionately subjected to suspensions and removals, which worsens mental health.
Identity Development:: Current clinical practices often focus too much on "correcting" behavior rather than supporting a child's unique way of interacting with the world.
Geographic Inequality:: Access to certified behavior analysts is concentrated in affluent urban areas, leaving low-income and rural families without essential services.
Urgent Research Gaps
Silenced Voices:: There is a critical failure to include the actual perspectives of neurodivergent students and their caregivers in policy-making.
Trauma-Informed Integration:: More research is needed to connect systemic underfunding to the individual trauma of being "misunderstood" by educators.
Academic References (APA)
Boswell, K., Zablotsky, B., & Smith, C. (2014). Predictors of autism enrollment in public school systems. *Exceptional children*, 81(1), 96-106.
Stark, E., Stacey, J., & Knight, M. T. (2025). Autism, Identity and Clinical Practice: Supporting Positive Identity Development in Neurodivergent Children and Young People. *Neurodiversity*, 3.
Yingling, M. E., Ruther, M. H., & Dubuque, E. M. (2022). Trends in Geographic Access to Board Certified Behavior Analysts Among Children with Autism Spectrum Disorder. *Journal of Autism and Developmental Disorders*.