The Trump administration’s recent announcement of a link between Tylenol use and rising autism rates has reignited an important national discussion about children with disabilities.

As a high school student with a learning disability, I’m encouraged to see a presidential administration finally focus on potential causes of autism. But that focus leaves a critical question unanswered: What solutions are there for the millions of students with autism and other learning disabilities struggling in America’s classrooms?

Across the country, children with learning disabilities are falling through the cracks of the public school system. During the 2022–2023 school year, 15% of U.S. public school students — roughly 7.5 million — had an Individualized Education Program (IEP), according to the National Center for Education Statistics.

Yet too many of these students are forced into one-size-fits-all classrooms that fail to meet their individual needs. Our education system routinely denies students access to the environments where they could succeed.

My high school is located in one of the most competitive districts in America, with classmates whose families fled Iran, China, Israel, and El Salvador to give their children the best possible education. But for me, growing up in such a competitive environment was an uphill battle.

For 16 years, I couldn’t finish a single book. Teachers called me lazy, and classmates assumed I didn’t care about school. In truth, I was working harder than most, but without the tools to focus, I could never succeed.

Everything changed in 10th grade, when I was finally diagnosed with attention-deficit/hyperactivity disorder (ADHD). With medication and specialized therapy, I read my first book — Alan Dershowitz’s The Case for Israel — and discovered a passion for politics. Within a year, I became one of the youngest nationally syndicated columnists in the United States.

But even after my diagnosis, my school refused to grant me a 504 plan, which would have provided accommodations such as a separate room for taking tests. That denial reflected a broader problem: too many schools only provide accommodations when a student is visibly failing.

The process of obtaining accommodations for a learning disability is designed to be difficult. Parents spend months meeting and emailing with administrators. Even when plans are approved, they are often poorly implemented.

A 2014 survey found that two-thirds of parents said their children’s 504 plans weren’t being followed. Since these plans aren’t federally funded, districts often deprioritize them to avoid extra costs.

School choice offers a path forward. Data shows that charter schools serve a higher percentage of students with learning disabilities than traditional public schools — nearly 19% compared to 15%.

More importantly, these students thrive in charter environments. Between 2014 and 2021, 4.4% of charter school students with disabilities took at least one Advanced Placement course, compared to 2.8% in traditional schools.

Students with disabilities in public schools also face disproportionate punishment. Approximately 2.9% receive in-school suspensions, and another 2.9% receive out-of-school suspensions. In charter schools, the rates are far lower: 0.7% and 1.4%, respectively. Students cannot succeed if they are excluded from the classroom.

Unlike district-run schools, charter schools have the flexibility to innovate. They are not bound to a rigid district curriculum, which means they can design specialized STEAM programs, offer coding and robotics, or use project-based learning where students apply concepts to real-world challenges instead of just memorizing facts. This freedom enables teachers to tailor lessons to various learning styles and maintain student engagement.

That flexibility makes a real difference for children with ADHD, autism, or dyslexia. Instead of forcing them into the same pace and structure as everyone else, charters can adjust.

Teachers can break assignments into smaller steps, incorporate movement breaks, or utilize technology that personalizes instruction. Some charters even create sensory-friendly classrooms or flexible seating options, allowing students who are easily distracted or overstimulated to focus.

These adjustments ensure that learning disabilities don’t mean lowered expectations. Students who often struggle in traditional district settings can find themselves thriving in an environment tailored to their needs.

I lost years of learning because my ADHD went undiagnosed, and my school never gave me the support I needed. Millions of students continue to face the same neglect. School choice is the lifeline that ensures children with disabilities can reach their full potential.