Y’all, I need to have a real conversation with you about something that’s been weighing heavy on my heart.
I keep seeing “neurodivergent” and “neurodiverse” used like trendy hashtags, like aesthetic choices, like personality quirks that make you more interesting on social media.
But for the families I work with – particularly families of color – neurodivergence isn’t a vibe. It’s not a brand. It’s not cute content for your feed.
It’s survival.
And the gap between who gets to celebrate their neurodivergent identity and who gets punished for it? That gap is everything we need to talk about if we’re serious about inclusive education.
Last week, I sat with two mamas whose children both have ADHD and attend the same school.
Mama #1 (white): “The teachers are so understanding! They gave Emma movement breaks and fidget tools. They say her creativity and energy are gifts.”
Mama #2 (Black): “They keep calling Jamal ‘disruptive.’ Same behaviors, but apparently when he does them, it’s a problem that needs fixing.”
Same diagnosis. Same school. Same behaviors. Completely different responses.
This is what I mean when I say neurodivergence isn’t experienced equally.
Here’s what cultural competence in special education advocacy means understanding:
The difference isn’t the neurodivergence. The difference is whose body it shows up in.
I hear well-meaning educators say, “I don’t see color when I support neurodivergent students. I just see their needs.”
But here’s the problem with that approach: You cannot separate a child’s neurodivergent identity from their cultural identity. They exist in the same body, in the same world, facing the same biases.
When you ignore how race and culture impact the reception of neurodivergent traits, you’re not being inclusive – you’re being selective about whose inclusion matters.
The same stimming behaviors:
The same intense interests:
The same direct communication:
The same need for movement:
Real cultural competence in special education means:
Before labeling any behavior as “inappropriate,” asking: “Are we judging this through cultural biases about how children of this background ‘should’ behave?”
Ensuring that the same supports available to white neurodivergent children are readily provided to children of color – without additional barriers or scrutiny.
Understanding that neurodivergent children of color are already over-disciplined and over-punished, and implementing restorative rather than punitive approaches.
Seeing cultural communication styles, family values, and community connections as assets that enhance neurodivergent support, not barriers to overcome.
Recognizing that children live at the intersection of multiple identities and need support that honors ALL of who they are.
If you’re serious about culturally responsive neuroaffirming advocacy, start asking:
Beautiful people, I want to be clear: This isn’t about creating division in the neurodivergent community. This is about ensuring that the community is truly inclusive.
When we ignore how cultural bias impacts neurodivergent support, we’re not protecting some children – we’re failing others.
When we allow “neuroaffirming” approaches that only affirm certain presentations of neurodivergence, we’re perpetuating the same exclusion we claim to fight against.
Real inclusion means examining whose inclusion gets prioritized and whose gets conditional.
I need to share something personal with you. As a Latina woman in special education advocacy, I’ve experienced the difference cultural competence makes firsthand.
Early in my career, I was told my advocacy style was “too aggressive,” my communication was “too direct,” my expectations were “unrealistic.” I started doubting myself, wondering if I was doing something wrong.
Then I worked with mentors who understood cultural competence. They helped me see that my passion wasn’t pathology – it was strength. My directness wasn’t aggression – it was authenticity. My high expectations weren’t unrealistic – they were exactly what all children deserve.
Cultural competence didn’t change who I was. It changed how my strengths were seen and valued.
That’s what I want for every child I serve – to be seen and valued for ALL of who they are.
If we’re serious about neuroaffirming education, we have to get serious about cultural competence.
We have to examine our biases. We have to audit our practices. We have to ask hard questions about whose neurodivergence gets celebrated and whose gets criminalized.
We have to stop treating cultural competence as optional and start treating it as essential.
Because our children don’t get to separate their neurodivergent identity from their cultural identity. They live at the intersection of both, and they deserve support that honors both.
Whether you’re a parent, educator, or advocate, you have power to create culturally responsive neuroaffirming spaces:
Remember: Advocacy that doesn’t address cultural bias isn’t full advocacy. It’s selective advocacy.
And our children deserve better than selective support.
If you’re ready to advocate with cultural competence, my free Back-to-School Rights Checklist includes scripts for addressing bias, questions that promote equity, and tools for ensuring culturally responsive support.
[Download your free resource here] and join me in creating truly inclusive spaces for ALL neurodivergent children.
Because neurodivergence isn’t a vibe, beautiful people. It’s a lived experience that deserves cultural understanding, respect, and support.
What role will you play in making neuroaffirming education truly inclusive for all children? Share your commitment in the comments.