What are Invisible Disabilities?

Not all disabilities are visible but that doesn't mean they don't exist

Invisible disabilities refer to medical - including mental health - conditions and learning challenges, that people face but which are not immediately apparent. They can profoundly shape a child’s life, yet, as their name suggests, they often go unnoticed or misunderstood because they lack outward, physical signs. Examples include, but are not limited to:

Specific Learning Difficulties (“SpLD”) such as dyslexia, dyscalculia, and Auditory Processing Disorder (“APD”)

Mental Health Conditions such as anxiety disorders e.g. situational mutism, an anxiety-related condition where a person, often a child, is unable to speak in specific social settings despite being able to speak in others, depression, and Post-Traumatic Stress Disorder (PTSD).

Neurodevelopmental conditions such as Autism Spectrum Condition (“ASC”) and Attention-Deficit Hyperactivity Disorder (“ADHD”).

Chronic Illnesses such as fibromyalgia, Chronic Fatigue Syndrome (“CFS”), diabetes or epilepsy.

Sensory and Auditory Issues, such as Misophonia, Sensory Processing Disorder (“SPD”) and Ehlers-Danlos Syndrome (“EDS”), a group of connective tissue disorders that can cause joint hypermobility, chronic pain, and skin fragility.

While these conditions vary widely in nature, what they have in common is their apparent invisibility, often leading to misconceptions about a child’s needs and/or abilities.Children with invisible disabilities frequently encounter difficulties, such as:

A lack of understanding and judgment from others (especially adults) since without outwardly visible signs, their struggles may be dismissed as laziness, defiance, or lack of effort.

Social isolation caused by difficulty communicating needs and/or adapting socially, leading to withdrawal and feelings of exclusion and isolation.

Barriers to learning, particularly in traditionally structured environments, which can affect academic ability and in negatively impact turn self-esteem.

Constantly striving to fit in and/or meet expectations which can lead to anxiety, stress, or a sense of inadequacy and potentially a crisis such as Autistic Burnout.

Parents and carers play a vital role in providing stability and advocacy for children with invisible disabilities. Here are some strategies:

Learn about your child’s condition to better understand their experiences and challenges and be able to articulate them to others.

Encourage your child to share their feelings, fears, and needs in a safe, non-judgmental space.

Work with schools and other professionals to advocate for accommodations such as extra time on tests, sensory-safe spaces, and/or flexible learning approaches.

Schools in particular are instrumental in shaping a child’s environment and ensuring that they have the resources they need to succeed. Examples of what this might look like could be:

Training so that staff are able to recognise invisible disabilities.

Flexible learning in the form of adapted teaching methods, alternative materials, and the use of technology support diverse learning needs.

Promoting inclusivity by educating all children and staff that not all disabilities are visible.

Creating sensory-safe spaces, allowing quiet breaks, and minimising overwhelming stimuli.

SEND Advocacy can help you to ensure that your child or young person with an invisible disability receives the appropriate support that will enable them to thrive. If you need someone in your corner to help you secure the education your child deserves, contact SEND Advocacy today.