Living in the nation’s capital as a Washingtonian, while navigating life as a child and a woman of color later diagnosed in adulthood, brought clarity to a lifetime of feeling unsupported and misunderstood. I often felt out of place, distant, and disconnected from family and peers. Without accurate documentation or a formal diagnosis, I was left trying to make sense of these challenges without a diploma, support systems, or resources. When my difficulties surfaced, I was evaluated but labeled as a nonverbal communicator with a learning disability rather than recognized as a neurodivergent individual.
Without a proper diagnosis, neurodivergent traits shaped my educational, emotional, and social development in ways that were difficult to express. These challenges continued without accommodation or recognition. Misdiagnosis led to missed opportunities and strained peer relationships because my struggles were consistently misunderstood. Since childhood, I have become accustomed to being both misunderstood and underdiagnosed.
During my years in the D.C. Public Schools (DCPS K–12), I felt overlooked, bullied, and denied opportunities outlined in my Individualized Education Plan (IEP), such as being bullied and dismissed not only by peers but also by educators.
While attending ” D.C. Schools, the teachers privately expressed their opinions and concerns many times. I am an abnormal individual with nonverbal communication, as I look upon my intellectual characteristics with a basic IQ assessment and no recommendations. Their assumptions have instilled insecurities in their abilities in communication and writing. These words crash my soul. Then I sought only math, science, and, especially, art curriculum and activities that challenged ability without much need for accommodation. I was left to be seen, not heard.
It was not until adulthood that I received an accurate diagnosis after an in-depth three-hour evaluation by a behavioral health specialist, a moment that validated my experiences and provided the clarity and structure I needed.
While after the diagnosis, experience harmony of advocacy abilities.
However, attending college felt like some discrimination and discouragement from educators regarding accommodation for ARC college students. A college instructor privately dismissed me, acknowledging that, given accommodation to a student, I consider it a gift, even though it is a requirement for the instructor to honor ARC students’ confidentiality and adopt an ideal approach to support. Afterward, I sought support from my village approach.
Diagnosis did not change me; it finally opened the door to resources that had previously been out of reach. I greatly improved my ability to advocate for myself and pursue personal growth.
Opportunities for those of us who are undiagnosed and misdiagnosed neurodivergent seemed nearly nonexistent, contributing to a cycle of insecurity and self-doubt that I determined to break. These experiences as a child and student taught me not to be seen, but to be heard.
During adulthood, I received an accurate diagnosis after a three-hour in-depth assessment by a behavioral health specialist. It is a crucial moment that validated my experiences and provided the clarity and structure I needed. The neurodivergent diagnosis did not reposition who I am; eventually, it provided opportunities to resources that had long been inaccessible. I significantly enhanced my ability to advocate for myself and pursue personal growth.
Before this revelation, opportunities for those of us who are undiagnosed and neurodivergent seemed nearly nonexistent, contributing to a cycle of insecurity and self-doubt that I was determined to break.
Systemic Misdiagnosis and Inequity
Furthermore, a late diagnosis of neurodivergence among women of color reflects systemic inequality rather than individual failure. Dagostin models have historically been based on male-centered research, creating gaps in recognizing neurodivergent traits in women, especially women of color (Young et al., 2020). As a result, conditions such as autism spectrum disorder and attention-deficit/hyperactivity disorder (ADHD) remain consistently underdiagnosed in girls and women.
Characteristics, such as frequent sensory sensitivity and social withdrawal, are often misinterpreted as behavioral or emotional problems rather than recognized as neurological differences. Culturally, expectations placed on women of color, such as emotional resilience and compliance, can further mask these traits, delaying recognition and diagnosis.
Emotional, Social, and Structural Impact
As a result, misdiagnosis often results in anxiety, self-doubt, and difficulty navigating academic and professional spaces without understanding why. These challenges are frequently framed as personal failure rather than as neurodevelopmental differences (Lierman, 2024).
Over time, this misunderstanding can lead to lowered self-esteem, isolation, and ongoing emotional strain. A medical diagnosis, however, offers validation. I provide language for lived experience, access to accommodations, and entry into supportive communities, enabling self-acceptance and growth.
Toward Equity and Recognition
For women of color, what begins as confusion can evolve into self-understanding and become a powerful act of self-advocacy. These experiences highlight the urgent need for diagnostic systems that recognize diverse expressions of neurodivergence across race, gender, and culture, and for systemic reforms that ensure equitable recognition and support.
Overlooked recognition represents both a systemic failure and an opportunity for change (Mandavilli, 2015). While it exposes deep inequities in healthcare and education, it also points toward a path of validation and healing.
True progress requires structural change grounded in equity: improved diagnostic tools, culturally responsive care, and a commitment to ensuring that no one is overlooked for not meeting traditional expectations.
Miracle Pittman Writer’s Statement:
I wrote about systemic misdiagnosis, neurodivergence, and educational equity, focusing on how women of color are often overlooked or misunderstood within educational and clinical systems. I selected this topic because it reflects my personal experience navigating school and social environments before receiving a neurodivergent diagnosis later in life. Through this essay, I wanted to connect my lived experiences to a larger issue that affects many individuals whose challenges are often dismissed or misinterpreted.
The purpose is to express to the educational systems discriminate and genuine instructors can setback neurodivergent learners, especially women of color, when bias, outdated expectations, or a lack of awareness shape support. Encourage personal narrative with research to strengthen my argument and demonstrate that these experiences are not isolated incidents but part of broader systemic patterns. Including research on diagnostic bias and gender disparities helped support the claims I made throughout the paper. Throughout the writing process, I learned the importance of the claim more effectively, rather than simply placing citations at the end of statements. In revision, I worked to improve clarity, strengthen transitions, and connect my personal experiences more closely to the evidence I included. I also revised several sections to make my ideas more specific and organized.
As for challenges I faced, I was balancing academic research with personal reflection while maintaining a clear argument. I wanted the paper to remain personal and authentic while also meeting the expectations of an academic Op-Ed. This assignment helped me better understand how research, structure, and personal experience can work together to create a stronger and more persuasive piece of writing.
Overall, the op-ed piece gave me a hard voice. The assignment shaped a view of education, social identity, and neurodivergence. Reassured me think about how the educational systems can become more equitable and supportive for students from many diverse backgrounds.
Reference
Ash Lierman, The Struggle You Can’t See: Experiences of Neurodivergent and Invisibly Disabled Students in Higher Education, (2024)
Mandavilli, A. (2015, October 20). The Lost Girls: Why a generation of women with autism is finally being diagnosed. The Atlantic. teatlantic.com
Susan Young, Kayleigh Adamo, Behrooz Z. Asadi, et al. “Identification and treatment of girls and women with ADHD: a state-of-the-art review”, BMC Psychiatry (2020)
