New Publication Highlights Disparities in Autism Identification

We’re excited to share a new publication by Paul L. Morgan and Eric Hengyu Hu titled, “Over-Time Estimates of Sociodemographic Disparities in Autism Identification in U.S. Elementary Schools.” The study, published in OnlineFirst, examines long-standing disparities in school-based autism identification across the United States.

Drawing on large-scale national data from 2003 to 2022, the research finds that students of color, females, students from low-income families and multilingual learners are consistently less likely to be identified with autism — even when accounting for academic achievement and school resources.

This work highlights critical inequities in access to identification and services and underscores the need for policies that ensure more equitable support for historically marginalized communities. The study reflects ISHE’s commitment to advancing research on social and health inequities through interdisciplinary collaboration.