“We Don't See That Here": Raising Awareness for Invisible Disabilities in Schools

May is Mental Health Awareness Month—a time to spotlight often-overlooked aspects of student well-being, including the reality of invisible disabilities in our schools. At Levy Educational Advocacy, we are committed to helping families navigate the special education process and educating schools about what they might not see, but what students absolutely feel every single day.

Invisible Disabilities: What Are They?

Invisible disabilities refer to physical, mental, or neurological conditions that are not immediately apparent but can significantly affect learning, behavior, and daily functioning. These include:

• ADHD

• Dyslexia and other specific learning disabilities

• Autism (especially Level 1 or those without outward traits)

• Anxiety, depression, and trauma-related disorders

• Sensory processing disorders

• Chronic health conditions like epilepsy or migraines

These students may appear to be functioning "fine" in the classroom, which often leads to a frustrating and common school response: "We don't see that here."

When Schools Say "We Don’t See That Here"

Parents hear it far too often. It's meant to reassure, but often serves to invalidate a child’s struggles. Here's how we guide families and professionals to respond:

1. Bring Your Own Data (BYOD):
   Share documentation from neuropsychologists, therapists, or developmental pediatricians. Explain what the data means functionally and how it translates into classroom needs.

2. Bridge the Gap Between Home and School:
   Outline specific behaviors, challenges, or coping strategies your child uses at home. Educators may not see these because your child is masking, holding it together at school and falling apart at home. That’s not success—it’s survival.

3. Request Comprehensive Evaluations:
   Schools are obligated to evaluate in all areas of suspected disability. Ask for assessments that go beyond academics, such as executive functioning, social-emotional development, and sensory needs.

4. Educate on the Unseen:
   Many educators lack training in recognizing the internalized symptoms of mental health challenges or learning differences that don’t present as “behavioral.” Be ready to offer gentle, factual information about your child’s condition.

5. Use the Language of the Law:
   Under the IDEA (Individuals with Disabilities Education Act) and Section 504, students are entitled to supports based on need, not diagnosis or visible behavior. If your child struggles in silence, they still have rights.

Why This Matters During Mental Health Awareness Month

Invisible disabilities and mental health are deeply connected. Anxiety, depression, or social withdrawal often stem from undiagnosed learning disabilities, sensory overwhelm, or unmet emotional needs. When we dismiss invisible struggles, we increase the risk of long-term academic and mental health consequences.

This Mental Health Awareness Month, let’s commit to:

• Listening when parents share what’s happening outside of school.

• Training school staff to recognize the subtle signs of invisible disabilities.

• Creating environments where children don’t have to “prove” their struggles to receive support.

Final Thoughts

At Levy Educational Advocacy, we believe every child deserves to be seen and supported. Invisible disabilities shouldn’t mean invisible rights.

If you’re a parent, teacher, or advocate who’s been told “we don’t see that here,” know this: what’s invisible to one person may be painfully real to another. Keep speaking up, keep sharing the data, and never stop advocating.

Need help advocating for your child’s needs?
Contact Levy Educational Advocacy for support with IEPs, 504s, evaluations, and school collaboration.

Let’s make the invisible visible this Mental Health Awareness Month.