VUB research calls for greater understanding and less stigma around developmental disorders in children

Developmental disorders such as ADHD, autism spectrum disorder (ASD), and Developmental Coordination Disorder (DCD) often remain under the radar precisely because they are not outwardly visible. This invisibility makes it difficult for parents, schools, and care providers to fully understand and respond to children’s needs. According to VUB research and clinical practice at the Centre for Developmental Disorders (COS) of UZ Brussels, thoughtful diagnostic assessment plays a crucial role in addressing this challenge.

Dr. Eva Cloet, director of the COS, sees on a daily basis how families struggle with vague concerns and uncertainty about their child’s behavior. In this context, diagnostics are not about attaching a label, but about providing a conceptual framework that brings coherence to scattered worries and explains where certain behaviors come from. This understanding helps parents and teachers recognize that a child’s difficulties stem not from unwillingness, but from incapacity, a shift in perspective that often brings relief and opens the door to more appropriate support at home and at school.

Beyond its explanatory value, a diagnosis also serves an important practical function. It creates a shared language among parents, educators, and professionals, and facilitates access to targeted therapies and reasonable accommodations. Yet developmental disorders are still frequently questioned or minimized in society. Remarks suggesting that “these conditions didn’t exist in the past” can deepen parental doubt and undermine trust in care systems. Invisible difficulties, Cloet stresses, are no less real.

The commonly voiced concern about “overdiagnosis” is, according to Cloet, misleading. There is no clear scientific evidence that developmental disorders are being diagnosed too often, nor is there consensus on what overdiagnosis actually means in this context. The growing demand for diagnostic assessments and the long waiting lists are instead largely driven by an education and care system in which support often only follows after a formal diagnosis, even though regulations do not always require one. In a system marked by scarcity, diagnostics can inadvertently become a gatekeeper to care.

Long waiting times remain a major challenge, partly due to fragmented and slow diagnostic pathways. To address this, new pilot projects in Flanders are exploring ways to improve collaboration and shorten assessment timelines. In parallel, the COS has launched research into the impact of diagnostic processes on families themselves, an area for which surprisingly little data currently exists.

The core message of the VUB research is clear: diagnostic assessment helps children better understand themselves and provides a crucial foundation for appropriate support. Reducing stigma and embracing nuance are essential, especially for conditions that are not immediately visible. The subtler the signals, the greater the need for openness, understanding, and an efficient support system.

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