By Dr. Ida Sylvia Menezes, Psychologist (clinical) and Autism Specialist
After working for more than two decades in the field of autism and developmental disorders, I’ve witnessed firsthand the devastating consequences of missed or delayed diagnoses. Too many times, I’ve met adolescents and young adults struggling to hold a job, dropping out of college, or grappling with intense emotional and social distress, only to be diagnosed later with conditions like attention deficit hyperactivity disorder (ADHD), high-functioning autism (formerly called Asperger’s), obsessive compulsive disorder (OCD), or learning disabilities. These individuals often fall through the cracks because, in early childhood, their symptoms were mild, misunderstood, or dismissed altogether.
The truth is stark: developmental disorders do not suddenly emerge in adolescence. They begin much earlier, often before the age of five. But they are frequently overlooked due to persistent myths and societal denial. Phrases like “He’s just a late bloomer,” “She’ll talk when she’s ready,” or “Let’s wait until they’re 7 to worry about it” are still commonly heard in pediatric clinics, schools, and even from well-meaning family members. These delays in recognizing developmental concerns are not just unfortunate; they’re negligent. And the price is paid later in life by the individual who was never given the tools or interventions to thrive when it mattered most.
The Critical Window: Nursery to Grade One
Scientific literature and decades of fieldwork support a critical truth: the brain is most plastic and receptive to change in the early years. This is precisely when children should be screened for subtle signs of developmental disorders during nursery, kindergarten, and, at most, by the end of first grade. Waiting beyond this stage often means missing the optimal period for intervention.
Developmental disorders like Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Global Developmental Delay (GDD), Obsessive Compulsive Disorder (OCD), and Specific Learning Disabilities (SLD) often manifest with early signs, though not always dramatic. A child may struggle to maintain attention, avoid eye contact, fixate on specific routines, show delayed speech or motor skills, or fail to respond to social cues. These signs can be subtle, and when mild, are often brushed off as “quirks.” But even mild cases demand clinical attention. Left unaddressed, they create long-term difficulties in academic performance, emotional regulation, peer relationships, and later, in adapting to adult roles.
Why Mild Symptoms Matter
One of the biggest challenges in my professional journey has been advocating for children who do not fit the textbook image of disability. These are the children with borderline symptoms, the quiet, quirky child in the corner, the “dreamy” student who never finishes work, or the child who speaks well but fails to understand social norms. Because they manage to “cope,” their needs are neglected.
But by adolescence or early adulthood, the cost of this negligence becomes painfully visible. These individuals face difficulty in professional environments, cannot retain jobs, fail to maintain consistent routines, or experience burnout, anxiety, and isolation. What was once seen as “mild” now becomes a full-blown crisis. By then, intervention is far more complex and less effective than it would have been at age 3, 4, or 5.
Breaking the Myth of “They’ll Grow Out of It”
Perhaps one of the most damaging beliefs I’ve encountered in clinical practice is the myth that children simply “catch up” or “grow out” of developmental challenges with age. While a small minority of children may show spontaneous improvement, the overwhelming evidence suggests that early delays in speech, motor coordination, attention, or behavior should never be ignored.
Even more dangerous is the common suggestion to “wait until language erupts after age seven.” Language is not a switch that suddenly turns on; it is a developmental process, intricately tied to social, cognitive, and neurological growth. Postponing assessment because of misplaced hope or cultural myths often results in missed opportunities for intervention and support.
A Call to Action: Universal Screening in Early Childhood Education
We must shift our approach from reactive to proactive. Universal developmental screening should be embedded in early childhood education systems from nurseries, kindergartens, and first-grade classrooms, especially in countries like India, where awareness and access to clinical services are still uneven.
This doesn’t mean labeling or pathologizing every child, but rather creating a system where red flags are caught early, where observation tools are routinely used by trained professionals, and where referrals are made without stigma. Schools must work in close partnership with pediatricians, psychologists, and developmental specialists to ensure that no child is overlooked.
The Role of Parents and Educators
Parents and educators are the first observers of a child’s behavior. Training them to recognize early signs such as delays in speech, lack of peer interaction, poor focus, repetitive behaviors, and motor difficulties can make a significant difference. Empowering parents, especially those from underserved or low-income backgrounds, with accessible resources and guidance is not just ethical, but it’s essential.
Final Thoughts
As someone who has walked this path with hundreds of families, many of whom only reached us after years of confusion and frustration. I urge every parent, teacher, and policymaker to understand this: early intervention is not a luxury. It is a right. A missed diagnosis is not just a delayed label; it is a lost opportunity for a child to live their best possible life. Let’s stop waiting for a crisis. Let’s start catching the unseen, early, accurately, and compassionately.