How Early Diagnosis & Management of Neurodiversity Can Enhance Tennessee’s Child Welfare and Justice Systems

Take Home Points

• Early diagnosis prevents later crises.
• Early intervention reduces school exclusions.
• Technology can improve developmental outcomes.
• Prevention costs less than crisis intervention.
• Early action strengthens child welfare systems.
• Supporting neurodivergent youth builds safer communities.

Introduction

The early detection and management of neurodiversity and neurodisabilities, including conditions like Autism Spectrum Disorder (ASD), ADHD, and dyslexia, serve as a critical “upstream” intervention for Tennessee’s children’s development and evolution. This will ultimately complement and enhance the child welfare and justice systems. By identifying neurodivergent youth before they encounter crisis points, the state can transition from reactive, punitive measures toward proactive, supportive care.

Early Detection and Systemic Impacts

Early screening is the primary defense against the “School-to-Prison Pipeline” and the “Foster Care-to-Prison Pipeline”. Evidence indicates that Tennessee has a significant diagnostic gap, with the average age for ASD diagnosis remaining over 4 years[1], and this figure has not improved substantially in the past two decades.

In the absence of early detection and systemic support, each child will endure a “silent” struggle by managing hidden developmental issues that only manifest as academic or behavioral struggles. If left unaddressed, these underlying conditions culminate in disciplinary actions and delinquent behaviors.

Some 45,960, or 4.6%, of Tennessee’s schoolchildren were excluded for disciplinary issues in 2022[2], and this figure increased to 52,797, about 5.2%, in 2024[3]. The question remains: how many of these children had neurodisabilities? How were they diagnosed and supported?

Evidence shows that students with neurodisabilities are disproportionately affected by punitive school safety measures like removals and arrests, and this reinforces the systemic disenfranchisement of educational opportunities[4].

Beyond the likelihood of students with neurodisability getting in trouble with their school authorities, there is the school-to-prison nexus.

Early Detection, Management & Enhanced Child Welfare

Managing neurodiversity involves moving beyond rigid diagnostic categories to transdiagnostic models that capture the complex behavioral and biological presentations of children[5]. This can prove valuable in providing childcare support, relationship development, and management.

A lack of specialized information for mothers and primary caregivers creates a "public health crisis," leading to economic struggles and a loss of quality of life when a child's neurodivergent needs escalate[6]. Early detection and case management for each child can help improve the child’s development and the parenting experience altogether.

In terms of relationship development, interventions like Relationship Development Intervention (RDI) have shown success in improving parent-child engagement specifically for preschool children with autism, suggesting that targeted welfare programs can stabilize foster and biological homes[7]. This is a two-way process that can help domestically, and also align well with child welfare programs to reduce what has become known as the “Foster-Care to Prison Pipeline”.

Applying Contemporary Technologies & Prevention of Juvenile Offending and Contact with the Justice System

Neurodivergent youth are at a 30-40% higher risk of failing to meet national academic benchmarks, which correlates strongly with future justice involvement[8].

Innovative solutions like the “Universal Design” and AI systems like the InPACT home physical activity program can help neurodivergent children meet health guidelines, reducing the physical and emotional stressors that contribute to behavioral outbursts. This can provide essential developmental tools to improve the management of at-risk children as they grow through the different phases of life.

Early and integrated cognitive support is essential to prevent developmental delays and reduce educational inequalities, which are primary drivers of recidivism[9]. Together, these tools can help prevent juvenile offending and contact with the juvenile justice system.

Conclusion

Early diagnosis and management of neurodiversity represent a strategic investment in Tennessee’s future child welfare and justice outcomes. By identifying conditions such as autism, ADHD, dyslexia, and related neurodevelopmental differences early in childhood, Tennessee can shift from costly reactive interventions to preventative and supportive systems of care. Early screening, targeted educational support, caregiver training, and technology-assisted interventions can reduce school exclusions, strengthen family stability, and lower the likelihood of justice system involvement. Strengthening cross-sector collaboration between schools, healthcare providers, child welfare agencies, and juvenile justice institutions will help ensure that neurodivergent children receive timely support rather than punishment for unmet developmental needs. Ultimately, a prevention-oriented approach to neurodiversity can help Tennessee build healthier families, improve educational outcomes, reduce system costs, and interrupt the school-to-prison and foster-care-to-prison pipelines.

[1] Dow, Mirah & Wang, Ting. "Health knowledge about early diagnosis of Autism Spectrum Disorders: A case for soft transdiagnostic approaches to better represent the clinical and scientific reality of ASD" International Journal of Environmental Research and Public Health, 22(6), 2025. 816. Retrieved: <10.3390/ijerph22060816>

[2] Tennessee Government. "School Discipline," Tennessee Commission on Children & Youth. 2026. Retrieved: <https://www.tn.gov/tccy-future/education/school-discipline.html>

[3] The Annie E. Casey Foundation. “Kid Count Data Center:  Tennessee”. June 2025. Retrieved: <https://datacenter.aecf.org/data/tables/2991-school-suspensions#detailed/2/any/false/1096,1095,2048,574,1729,37,871,870,573,869/any/13213,10101>

[4] Bartlett Tara, Law Lara E., Schugurensky Daniel, Díaz, Marisol J., & Wolfersteig, Wendy. "17 programs and practices to promote a safe campus: Alternatives to school policing and punitive practices" The Urban Review, 56, 2023. pp150-185. Retrieved: <https://doi.org/10.1007/s11256-023-00669-2>

[5] Dow, Mirah & Wang, Ting. "Health knowledge about early diagnosis of Autism Spectrum Disorders: A case for soft transdiagnostic approaches to better represent the clinical and scientific reality of ASD" International Journal of Environmental Research and Public Health, 22(6), 2025. 816. Retrieved: <10.3390/ijerph22060816>

[6] Ibid

[7] Larkin Fionnuala, Hollaway Lynne, Garlington Mary & Hobson Jessica. "Guided participation and parental tutoring in preschool children with autism: A pilot study of Relationship Development Intervention (RDI)". Psychoanalytic Inquiry, 43, 2022. pp184-198. Retrieved: <https://doi.org/10.1080/07351690.2021.2022402>

[8] Castro-Trigo, Sofia. "Intervention practices for promoting well-being and cognitive development in hospitalized children: A scoping review" Children 16 (3), 2026 41

[9] Castro-Trigo, Sofia. "Intervention practices for promoting well-being and cognitive development in hospitalized children: A scoping review" Children 16 (3), 2026 41