For many Georgia parents, getting classroom support for neurodivergent children is becoming more stressful, not less. Families of students with autism, ADHD, dyslexia, and sensory processing differences say accommodations that once helped children succeed now feel harder to secure or maintain. In some districts, parents report larger class sizes, staffing shortages, and delays in special education evaluations. The concerns reflect a broader national conversation, but many Georgia families say the pressure feels deeply personal when it affects daily learning. As the debate grows, one question keeps surfacing: are Georgia neurodivergent students receiving the support they need to thrive?
