It is quiet in the classroom, except for the rustling of papers and the distracting shuffling of feet. At the back, a boy taps rhythmically on the desk with his pencil. His teacher’s stern look cuts through the air, followed by a sharp admonition: “Stop disrupting the lesson!” His classmates snigger, but he doesn’t stop fidgeting — he can’t. His friends play with him less at school, complaining that he’s too rough and energetic and hardly thinks about the risks involved in the games he’s always trying to initiate. His siblings think he is the worst, lazy and hardly takes anything seriously. Later, his mother hears the same story again from neighbours. This time the explanation is worded differently: “He’s disrespectful.” Someone in the church whispers: “He needs prayer, he’s too unruly”.
This cycle is all too familiar in black communities, where behaviors associated with ADHD are often seen through a lens shaped by cultural and societal narratives. Hyperactivity becomes defiance, inattention is labeled as laziness, and impulsivity is mistaken for rebellion. The child, unable to explain their struggles, internalizes these labels. And so begins a story of misunderstood potential, a story that reverberates for generations.
The stigma surrounding mental health in many black communities exacerbates this problem. ADHD— — attention-deficit/hyperactivity disorder – is not just a medical term; it has a meaning that is perceived as foreign or unnecessary in some circles. Conversations about mental health are often shrouded in silence and replaced instead with calls for discipline, prayer or sheer perseverance. While these responses are rooted in cultural survival strategies from times of systemic oppression, they can unintentionally ignore the real struggles of a neurodiverse child.
In recent years, global conversations about mental health have gained momentum. Social media is amplifying these voices and bridging the gap in awareness. Black children, however, continue to be poorly represented in these discussions. ADHD, like AUTISM is still perceived by many as a “white condition,” leaving black families cut off from resources and understanding. The stakes are higher for black boys in particular. Not only do they face misinterpretations in their families and communities, but also in the education and healthcare systems. What is interpreted as “troublemaking” often leads to harsher punishments rather than accomodation.
Spiritual interpretations of ADHD symptoms also play a role. In many black households, faith is the cornerstone of resilience. While prayer provides comfort and community, it cannot replace professional support. When ADHD is framed as a spiritual failure or demonic possession, the neurological basis of the disorder is ignored, and children remain caught between belief systems and unaddressed challenges.
The way forward is to break these cycles of misunderstanding. Community leaders, educators and parents need to have conversations that destigmatize ADHD and NEURODIVERSION as a whole. Recognizing that these behaviors are a cry for support, not defiance, is critical. Children need spaces where they are understood, where their conditions are not berated or their struggles and challenges are not punished but supported. In these spaces, they can begin to rewrite their story — not as a burden, but as individuals with unique ways of navigating the world.