Exploring Student Experiences and Improving Outcomes for Black Children with Autism: Part II
By Asha Amore Brown and Diallo Telli Brown
Autism Spectrum Disorder (ASD) is a developmental disorder that affects how individuals communicate, behave, and interact with the world. 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.
In the March/April 2025 Journal, we opened this series with an introduction and a look at preparing teachers for working with black students with autism. Here, the Journal presents Part II, which looks at cultural competence among educators and staff.
This series lays the foundation for understanding the challenges and systemic inequities that Black students with autism face in K-12 education and delves into specific recommendations and actionable steps for educators, policymakers, and families to address these disparities.
Why Cultural Competence Matters
Cultural competence refers to the ability of educators, school staff, and administrators to understand, communicate with, and effectively interact with individuals from diverse cultural backgrounds. For Black students with autism, cultural competence is a cornerstone of equitable education. It allows educators to recognize the unique ways autism may manifest in these students while accounting for cultural norms that influence behavior and communication.
Despite its importance, many educators and school staff lack the training necessary to approach autism through a culturally sensitive lens. This knowledge gap perpetuates disparities in diagnosis and support for Black students, who are often misidentified or overlooked entirely when exhibiting signs of autism.
The Role of Implicit Bias
Implicit bias significantly impacts the way educators perceive and interpret student behavior. For example, a white student exhibiting repetitive movements or challenges with social interaction may prompt an educator to consider autism as a potential explanation. However, when similar behaviors are observed in a Black student, they are often misinterpreted as defiance, inattention, or behavioral problems. This discrepancy can lead to disciplinary actions rather than a referral for evaluation.
Research has shown that Black students are disciplined at disproportionately high rates compared to their peers. These disciplinary actions often begin as early as preschool, setting a troubling precedent for academic and social outcomes. By addressing implicit bias through targeted training, schools can mitigate these disparities and ensure that Black students are accurately identified and supported.
Recommendation 1: Training for Educators and Staff
Cultural competence training is a critical first step in addressing disparities in autism diagnosis and support. Effective training should focus on the following key areas:
Understanding Cultural Norms: Educators need to understand how cultural backgrounds shape behavior, communication, and social interaction. For example, in many Black communities, direct eye contact with authority figures may be considered disrespectful, while in other cultures, it is viewed as a sign of attentiveness. Recognizing these nuances helps educators avoid misinterpreting culturally influenced behaviors as signs of autism or behavioral issues.
Recognizing Implicit Bias: Educators must be aware of their own biases and how these biases influence their perceptions of students. Role-playing scenarios and case studies can help teachers identify and challenge their assumptions.
Engaging Families: Schools must equip educators with the tools to communicate effectively and respectfully with Black families. This includes understanding the historical mistrust of institutions in many Black communities and building relationships based on transparency and mutual respect.
Promoting Inclusive Classrooms: Training should also include strategies for creating inclusive environments where all students feel valued and supported. This involves integrating culturally relevant teaching materials and fostering a sense of belonging for students with autism.
Building Ongoing Professional Development
While a single workshop can spark awareness, lasting change requires ongoing professional development. Schools should partner with organizations that specialize in cultural competence and autism to provide year-round training opportunities. One resource is Diallo Brown’s ebook, The 5 Do’s and Don’ts to Consider While Developing a Culturally Relevant Organization. This guide offers practical steps for creating inclusive systems that benefit diverse student populations.
Culturally Responsive Practices in Action
Cultural competence extends beyond theoretical knowledge — it must be put into practice. Some actionable strategies include:
Using Strength-Based Approaches: Focus on what students can do rather than what they cannot. This shift in mindset helps educators see the potential in every child.
Incorporating Student Voice: Allow students to share their perspectives and experiences. This fosters a sense of agency and helps educators better understand their needs.
Celebrating Diversity: Schools can host events, such as multicultural nights or autism awareness campaigns, that highlight the strengths and contributions of all students.
Investing in cultural competence yields significant benefits for Black students with autism and the broader school community. These benefits include:
Improved Identification and Support: When educators understand how autism presents in diverse populations, they can make more accurate referrals for evaluation and provide targeted interventions.
Stronger Family Engagement: Culturally competent educators build trust with families, leading to increased collaboration and better outcomes for students.
Reduced Disciplinary Disparities: Addressing implicit bias helps prevent the mislabeling of Black students as disruptive or defiant, reducing rates of suspension and expulsion.
A Vision for Change
Creating culturally competent schools requires commitment, resources, and collaboration. By prioritizing training for educators and staff, schools can dismantle systemic barriers and create environments where Black students with autism are valued and supported.
This transformation is not just a moral imperative — it is an educational one. When schools invest in cultural competence, they create equitable systems that benefit all students, regardless of race, ethnicity, or ability.