Autism is a broad spectrum of neurodevelopmental differences characterised by distinctions in social communication and interaction, sensory processing, as well as behavioural patterns that deviate from what is considered ‘societal norms’ (Hodges et al., 2020; Vishal, 2018). While autism occurs across all ethnicities, identities and cultures, the intersectional experience of being Black and autistic presents itself as complex and multifaceted. As this matter gains increasing attention, the discussions around it predominantly reflect negative perceptions, attitudes, and experiences of Black autistic individuals. Critical issues like cultural unresponsiveness, cultural barriers, stigma, racial biases and limited access to healthcare services are believed to contribute to the oversight of the distinct intersectional experiences faced by Black autistic individuals (Fleary, 2023; Lawrence et al., 2008; Ofori, 2024).

In education, Black autistic pupils face a double bind, navigating significant challenges from systemic racism embedded within the UK’s educational framework, coupled with prejudices from their cultural community groups. This significantly hinders their access to essential support for their social, mental and educational development (Ofori, 2024). Rowland (2023) notes that the dual “isms”  ­­— ableism and racism ­­­­­­­­­­­­­­­­­­­­­­­­­­— significantly undermine inclusion and diversity efforts, as implicit biases towards Black children add to the perceived disadvantages associated with neurodivergence. This is evident in data where Black pupils' behaviour was nearly twice as likely to be misinterpreted and inaccurately labelled as conduct disorders or oppositional defiant disorders before they received an autism diagnosis (Donohue et al., 2019; Mandell et al., 2007). Dr Shungu M’gadzah emphasises this issue, stating that Black children are frequently viewed through the lens of being “disrupters” (cited in Fleary, 2023); hence, they are often subject to higher rates of reprimand, punishment or exclusion (Nishat, 2020; Rowland, 2020).

On the other hand, misattribution of autistic traits occurs not only in educational settings but is also reinforced in cultural community groups. In Black communities, discussions about autism are often stifled due to the stigma and misconceptions attached to the condition. Consequently, this leads Black parents to misconstrue their children’s behaviour as stubbornness or disrespectful rather than recognising it as a manifestation of neurodivergent (Ofori, 2024; Okoye, 2023). Cultural and religious beliefs are highlighted in numerous studies as having a significant influence on how parents respond to their child’s autism symptoms and diagnosis (Kandeh et al., 2020; Okoye, 2023). The narratives of autism in these contexts are often attributed to being demonic or a punishment from God (Kandeh et al., 2020), which leads parents to be resistant or in denial, even when encouraged to seek a diagnosis and support by the school (Okoye, 2023).

The lack of awareness and understanding of autism is a root factor underlying its denial within these communities. Corbett and Perepa (2007) uncovered that the absence of services catering to the unique needs of Black autistic individuals and families significantly contributes to this issue. Therefore, addressing these challenges necessitates a collaborative effort between cultural community groups and schools. This requires more than a superficial analysis; it demands a proactive approach that considers the intersectional complexity of the matter.

This research is grounded in the theoretical framework of intersectionality and explores the intersection of ethnicity, religion, and autism. The primary objective is to identify the ways in which these intersecting layers influence attitudes towards autism within a specific Black faith community. The research questions for this study are:

1. In what ways do cultural and spiritual beliefs intersect to shape the perceptions, lived experiences and attitudes of autism?
2. What strategies or awareness programs can be employed to honour cultural and spiritual values while promoting inclusive support for autistic individuals and their families in their community groups? 

This research adopts an ethnographic methodology to focus on a specific Black faith organisation in England. This approach enables an in-depth exploration of behaviours and patterns, facilitating a collaborative relationship between the researcher and the community group over an extended period (Reeves et al., 2008). During this process, a variety of research methods will be employed for data collection, including focus groups, one-to-one interviews, participant observation, and art-based techniques (such as picture collages, mind maps, and journals) to capture the perceptions and understandings of autism from individuals within the community. The specific faith organisation involved in this research comprises both a church and a school sector, underscoring the significant impact the organisation has on its community. Consequently, the research aims to develop and implement an educational reference point that will serve the community in furthering their conversations around autism. This utilises a community-based participatory research (CBPR) approach, characterised by the active engagement of community members throughout the research process, aiming to foster positive, transformative, and sustainable change through a combination of knowledge and action (Collins et al., 2018). The collaboration between the researcher and community ensures an equitable distribution of power and resources, facilitating transformative change (Breland-Noble et al., 2024) that is achieved with the community rather than by merely studying them. Breland-Noble et al. (2024) emphasise that CBPR is particularly important for Black communities to address the historical exclusions from social and health equity through collaboration, empowerment and cultural sensitivity. One of the defining characteristics of CBPR is its ability to bridge the gap between research and action, fostering mutual benefits for both the research process and the community. This underscores the importance of recognising and building resources — that are meant for the community — with that particular community (Holkup et al., 2004), which is essential for sustainable community development. In this context, the research shifts the focus away from solely relying on traditional medical understandings of autism and imposing such perceptions on the community group. Instead, it seeks to comprehend the social perceptions of autism as they pertain to the community's specific cultural and spiritual context. Thus, the approach introduces the concept of co-learning, benefiting both the community group and the researcher.

This study will involve spending six months in the community. This duration will be divided into three research phases, including four focus groups with 40 community members. In the first phase, the study will establish a clear understanding of participants' perceptions of spirituality and autism; in the second phase, the study will host a workshop that explores the experiences of Black autistic families and addresses questions or concerns that may have arisen from the first phase. Participants will then be encouraged to create art-based material that can help facilitate and promote discussion about autism to the wider community. The final stage offers a reflective practice that allows participants to consider whether and how their attitudes and understanding have evolved throughout the research process. The expected outcome of this research is to address cultural incompetence and enhance the discourse surrounding education research regarding the complexities of intersectional identities in autism. This will enable educational practitioners to support Black autistic pupils and their families better. By adopting flexible and inclusive research methods, the study aims to enrich existing literature by contributing valuable narratives about the lived experiences of Black autistic individuals and their families. Additionally, the methodological exploration of CBPR presents an opportunity to reflect on how community engagement practices can be expanded and redefined, offering a framework for advancing meaningful collaboration and inclusivity to chart the way forward in education research. This research is of strategic importance not only in the UK but also in other European and international contexts, as there is a growing understanding of the intersection of ethnicity, religion, and autism.

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