In It | ADHD in Black Children: “In It” With Dr. Tumaini Coker [Podcast]

By Understood

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What are the unique challenges Black families face when it comes to having kids with ADHD? In this episode, hosts Amanda Morin and Bob Cunningham speak with Dr. Tumaini Coker, an associate professor of pediatrics at the University of Washington and director of research at Seattle Children’s Center for Diversity and Health Equity, about her unique perspective as a researcher, pediatrician, and mom to twin boys with ADHD. Then, hear from a college student, Xavier, about how his ADHD diagnosis shaped who he is today.

Transcript provided by YouTube:

0:01
[Music]
0:05
hi i’m amanda morin a writer and
0:07
in-house expert for understood.org and a
0:09
parent to kids who learn differently and
0:11
i’m bob cunningham i’m a career educator
0:14
and a parent and i’m the executive
0:15
director for learning development at
0:17
understood
0:18
and we are in it
0:20
in it’s a podcast from understood on
0:22
this show we talk to parents caregivers
0:24
and sometimes kids we offer support and
0:27
advice for families whose kids are
0:28
struggling with reading math focus and
0:30
other learning and thinking differences
0:32
and today we’re talking about why it is
0:34
that african-american and latino kids
0:37
are often under-diagnosed and
0:39
under-treated when it comes to adhd
0:46
so bob let’s start with a few statistics
0:49
the cdc says white children are
0:51
diagnosed with adhd at a rate of about
0:53
11.5 percent do you know what the rate
0:56
is for african-american children let’s
0:58
hear it
0:59
around 8.9 and the rate for latino
1:02
children is even lower 6.3
1:05
that’s really reflective of what i hear
1:07
from parents in those communities who
1:08
are sort of mistrustful of getting a
1:10
diagnosis yeah it’s really reflective of
1:13
my experience it’s not uncommon for me
1:16
to work with professionals who make lots
1:18
of problematic assumptions about kids of
1:21
color and their families
1:22
expectations get lowered pretty unfairly
1:26
and because of the lowered expectations
1:28
learning and thinking differences just
1:30
get missed so we wanted to dig a little
1:32
deeper to try to understand what’s going
1:34
on here hi dumani can you hear us
1:37
i can hear you and that’s why we were
1:39
excited to find dr tumani coker dr coker
1:42
is a pediatrician at a community clinic
1:44
in seattle washington she’s also an
1:46
associate professor of pediatrics at the
1:48
university of washington school of
1:50
medicine and a lot of her research
1:52
focuses on how we can improve primary
1:54
care for families in low-income
1:55
communities one area she’s really
1:57
looking into is how we can tackle racial
1:59
disparities in the diagnosis and
2:02
treatment of adhd
2:03
she’s also a mom she’s got a daughter
2:05
and twin sons and both of her boys have
2:08
been diagnosed with adhd and we wanted
2:11
to talk to her about all of that
2:13
[Music]
2:19
tamani how did you get interested in
2:21
communities of color and adhd you know i
2:24
think
2:25
my interest really started when my boys
2:28
started preschool
2:29
i pretty much knew that at least one of
2:32
them had adhd i could kind of see it
2:35
um and so that experience of figuring
2:39
out how to get a diagnosis how to get
2:41
treatment how to bring the rest of my
2:44
family on board i think that experience
2:46
for me as a african-american
2:49
mother having african-american boys at
2:52
adhd
2:53
and most of my patients right in primary
2:56
care work at a community clinic so most
2:58
of my patients are publicly insured and
3:00
many of the families don’t have a lot of
3:02
financial resources
3:04
and so i know that
3:06
i have a lot of privilege in the way
3:07
that i’m able to access care
3:09
and it’s hard for me so then now it kind
3:12
of gives me an insight into what the
3:13
family that i take care of go through
3:16
can you tell us the story of how you
3:18
got to that diagnosis
3:20
yeah
3:21
so i kind of thought early and at least
3:24
one of them the one that has a more
3:26
severe inattentive adhd and kindergarten
3:29
or first grade
3:31
you know it was
3:32
workable with the teachers and kind of
3:34
just distinctively kind of managed his
3:36
behavior in the classroom
3:38
um and he was really more inattentive
3:40
his twin brother was more
3:42
on the hyperactive side
3:44
but i recall really distinctively in
3:48
i believe it was second grade i
3:50
was doing like a morning drop off
3:52
and one of the the son who has a more
3:54
severe kind of inattentive adhd the
3:57
teacher stopped me and she said
3:59
i know you’re a pediatrician so i’m sure
4:01
you know this already but your son is
4:04
probably the most inattentive child i’ve
4:06
seen in my 20 years of teaching
4:09
oh my god it just it hit me so hard
4:12
because
4:13
we had just been trying to you know just
4:15
get through
4:17
but when she pointed that out to me it
4:19
just you know hit me like a sack of
4:21
rocks and so at that point i talked to
4:23
my husband i said we really have to do
4:25
something
4:26
um i think he’s kind of more i was more
4:29
shocked although i knew it
4:32
he was more offended i think that she
4:34
would say that
4:35
and i think this is a little bit of
4:38
i go back to at least in my family the
4:41
african-american family culturally what
4:43
adhd you know that term signifies
4:47
um you know it has a negative
4:49
connotation
4:50
people see it as a label that the
4:52
educational system puts on black boys to
4:54
hold them back and so i knew that to get
4:58
the diagnosis it would be better to go
5:00
to
5:01
a psychiatrist
5:03
for him i think he needed
5:05
to see a specialist to really bring him
5:07
on board
5:09
did both of your twins get diagnosed at
5:11
the same time
5:12
they did i had an appointment that same
5:14
day with a psychiatrist
5:15
and i
5:16
got my husband to agree to start them on
5:18
medication
5:20
and that was even really interesting so
5:22
that one boy the one who’s more
5:24
hyperactive and less inattentive
5:26
you know first medication he tried
5:28
was great
5:30
you know his side effects were fairly
5:31
minimal and he was the same kid he just
5:35
you know was able to
5:36
stop being a little chatterbox in class
5:39
and in focus
5:41
second kid you know we went through i
5:44
think four medications in the first you
5:46
know month or so um with a psychiatrist
5:48
because he had a lot of emotional ups
5:51
and downs with
5:52
many of the medications we had to keep
5:54
trying new ones and and i could see
5:57
for my husband like for me i kind of
5:58
understood that yes this is a process
6:00
but for my husband it was hard because i
6:02
remember one time
6:03
one of the medications is emotional ups
6:06
and downs with it were really bad and
6:08
he’s like why are we doing this to our
6:09
son you know
6:11
it’s gonna be better you know it’s just
6:13
this one and so
6:15
anyhow we finally got to one that worked
6:17
for him
6:18
did you share the diagnosis with friends
6:20
and family and how did they respond
6:23
so i have and
6:25
it’s interesting the one that is
6:28
inattentive
6:29
no one was surprised
6:31
um because it is obvious like he you
6:34
know he’s kind of always in the clouds
6:36
and also just has this
6:38
you know you’ll tell him something in
6:40
the next second he doesn’t even know
6:41
what you just told him to do
6:43
so yes i think as he got older people go
6:45
okay yeah that makes sense
6:47
the other one
6:48
who is more hyper active you know the
6:51
inability to focus is a little bit more
6:53
internally
6:54
than externally so you can’t look at him
6:56
and tell that he’s not able to focus and
6:58
so i stopped telling people that he had
7:01
adhd
7:02
because
7:03
you know if if i’m really honest with
7:06
myself i think it’s hard for people to
7:09
understand that both kids could have
7:10
adhd and they could be so different
7:13
um so it’s almost like i felt like if i
7:15
said oh yeah both the twins have adhd
7:17
they’d almost doubt me you know i guess
7:19
i had a fear that they would think oh
7:21
you’re just over diagnosing them right
7:23
how could both possibly have adhd and
7:25
plus i see him and he’s doing fine and
7:27
this kind of thing
7:28
um and so in a way it became kind of
7:31
like a way to protect myself from
7:33
external criticism or my perceived i
7:36
feel that yeah
7:39
i totally get that you said something
7:41
that really um struck me which is
7:44
in your african-american family it’s
7:46
it’s something that is not talked about
7:48
can you sort of walk us through some of
7:50
the reasons that that is the case
7:53
so i think
7:54
one big reason is
7:56
you know you go back and if you look at
7:57
the educational literature
7:59
there are a lot of inequities in the way
8:01
that black children are treated in the
8:03
public school system
8:04
right and those go from
8:08
punishment you know um being kicked out
8:10
of school that the same behaviors that
8:13
white children exhibit
8:14
black children are more likely to be um
8:17
more harshly punished in schools and and
8:19
what i mean by harsh punishment is you
8:20
know things like suspension and those
8:22
kinds of things that just don’t happen
8:24
you know they happen more so for the
8:26
same behaviors in black children
8:28
and so with that as a backdrop that’s i
8:31
think the
8:32
the context of where black families
8:35
have to interact with the school system
8:36
and then the way you’re you have to be
8:38
kind of on the defensive
8:40
right
8:41
um and not knowing is this happening
8:44
because
8:45
the school system really cares about my
8:47
child or is this happening because they
8:49
see him as a threat because he’s a black
8:51
male
8:52
i’ve had a friend describe it as
8:56
just a fancy way
8:58
for
8:59
doctors and teachers to again point out
9:02
that my kid wasn’t behaving yeah
9:04
i’ve heard things like that as well um
9:08
i i think for many parents they may hear
9:10
that at first um
9:12
and i could see this with my my husband
9:14
in the way that you know he kind of was
9:16
able to start seeing that this really is
9:19
something that is significant so
9:22
obviously in a preschool aged kid yes
9:24
developmentally appropriate
9:26
to um not be able to sit still to be
9:29
inattentive to have poor impulse control
9:31
but as the kid gets older and
9:33
academically they’re
9:35
required
9:36
to do more in terms of attention and
9:39
impulse control
9:41
and
9:41
you know sitting still and they’re not
9:43
able to keep up with their peers in that
9:46
then i think for parents as a kid gets
9:48
older they can start seeing
9:50
that but before they kind of i don’t
9:53
want to say dismiss but
9:55
a tribute
9:57
to that you’re just trying to point
9:58
something that’s wrong with my kid and
10:00
this is another way to kind of you know
10:02
find a way to hold my kid back or these
10:04
kind of things when they get to third
10:06
grade and over then it’s like okay
10:09
yes they can start seeing that their
10:10
child does need some additional
10:12
assistance to be able just to make it
10:14
through school
10:15
um
10:16
you know one other thing i’ll point out
10:18
is like both can be true right it can’t
10:20
be true that yes the child has adhd but
10:23
could also be true that
10:25
there’s a significant amount of implicit
10:27
bias that the teachers or the school
10:29
system is putting on that child and
10:31
that’s really tough place for a parent
10:33
of a black child to be
10:35
because you know that there’s some
10:38
element of need
10:40
educationally for that child but then
10:42
you also know that yes there’s this
10:44
element of racism both structural and
10:46
interpersonal racism that’s impacting
10:49
the kid in school and to navigate that
10:52
and to figure out each day you know
10:54
which is which
10:55
it’s hard
11:02
so tamani’s talking here a lot about how
11:04
families deal with these complexities we
11:06
also got to hear firsthand from students
11:09
one of them is xavier xavier was
11:11
diagnosed with adhd in about fourth
11:13
grade but he didn’t get the help he
11:15
needed for it until much later in the
11:17
meantime the school’s way of handling
11:19
his troubles in the classroom were
11:21
problematic to say the least yep here’s
11:24
what xavier remembers from middle school
11:27
well i was
11:28
from
11:29
early age i was getting in trouble like
11:32
constantly like detentions
11:34
suspensions like
11:36
i probably had detention like every
11:38
other week so they put me in a program
11:40
it was called the power of choice
11:41
program
11:43
and it was kind of like the bad kid
11:45
program
11:46
it was sad to see like everyone in the
11:48
room look like me or or like hispanic
11:52
but in this room you could not leave the
11:54
room like they were locked the door
11:57
and there was only like two teachers and
11:59
even for lunch like we had to go
12:01
downstairs walking in a line eat like
12:03
before the other kids we used to go to
12:05
mainstream kids we had to go separately
12:07
so we’d get our food and we have to go
12:09
straight straight back
12:11
so like we used to call it like jail
12:13
like we used to really say like we felt
12:15
like we were in jail
12:18
ultimately xavier was able to get the
12:20
appropriate help for his adhd and he’s
12:22
doing really great now
12:24
but think about all those years he lost
12:26
because his symptoms were punished as
12:28
bad behavior
12:29
clearly just getting the diagnosis was
12:31
not enough
12:32
we also heard from carlos his parents
12:34
are from el salvador and hadn’t even
12:36
really heard of adhd i found out that i
12:39
had adhd uh when i was 21
12:43
and i do think what my parents went
12:45
through definitely does play a part in
12:48
how i even came to like my diagnosis as
12:51
late as it did
12:53
so my parents fled el salvador el
12:55
salvador had a civil war when they were
12:57
growing up
12:58
so a lot of the things that we american
13:01
kids or first generation american you
13:03
know people go through
13:05
may not hold up as a comparison to
13:07
anything that they went through and i
13:08
respect that but
13:10
when it comes down to handling these
13:12
issues like mental health isn’t at the
13:14
forefront for a lot of latinx families
13:17
it’s just more so about like okay you
13:19
gotta go through the struggle you gotta
13:20
make it through you gotta work harder if
13:22
it sucks it sucks but that’s what life
13:24
is about type of thing like we work hard
13:26
that’s that’s like the sentiment right
13:28
it’s funny because like adhd is
13:30
supposedly is like the most over
13:32
diagnosed health issue or difference of
13:34
cognition but like we as a demographic
13:37
are under-diagnosed and that actually
13:39
holds a lot of people back
13:48
so tumani once a once an
13:50
african-american child is diagnosed with
13:53
adhd
13:55
have you seen disparity in the way that
13:57
child then is treated
13:59
or the interventions that are attempted
14:03
um so
14:04
the best way for me to answer that
14:06
question is from the you know data sets
14:08
that and
14:09
in the literature right so in the
14:11
literature we know that latino children
14:14
and african-american and black children
14:16
are less likely to both receive a
14:19
diagnosis and then once having a
14:21
diagnosis to be treated for adhd both
14:24
medication and behavioral management
14:27
so yes that disparity exists i think the
14:30
reasons for it are multi-factorial you
14:32
know access is a big issue um
14:35
medication i think so we take we pull
14:37
them apart right
14:39
medication is something that
14:41
i think really has to be explained to
14:44
parents um a lot of the myths around
14:46
medication have to be explained
14:48
um and it does take a relationship i
14:50
think with the provider for many
14:52
families to you know take that step and
14:55
say okay we can try medication i think
14:57
it’s providers
14:59
we don’t always do the best job of
15:01
really
15:02
getting parents to the point where they
15:04
can try medication with education and
15:06
guidance
15:07
around that but without that
15:09
communication and just you know here’s a
15:10
medication let’s try it
15:13
you know many parents they see that
15:14
first side effect whether it’s appetite
15:16
depression um
15:18
or inability to fall asleep at night and
15:20
there there’s not really good
15:21
communication about that so i think
15:23
that’s something that happens with
15:24
medication
15:25
um i think there’s also
15:27
a lot of misunderstandings about
15:29
medication you know you can see a lot of
15:31
that on social media and and parents
15:33
just sometimes need
15:35
time to understand kind of what’s a mess
15:39
what’s true and what’s workable what do
15:42
you think the biggest myth parents come
15:44
in with about medication is well the few
15:48
that i’ve
15:49
i think i hear the most is you know it’s
15:51
like a way to control your child you
15:54
know um that
15:55
hyperactivity is normal in kids and this
15:58
is just a way to control the kid
16:00
you know and i think a lot of that maybe
16:02
to address that it’s like in that
16:04
diagnosis part right really to get into
16:07
that what you know what are the teachers
16:09
reports the parent reports
16:12
and then i think that myth can kind of
16:13
fall to the wayside that you know no
16:15
we’re not it’s not medication to control
16:17
the child
16:18
running around its medication to help
16:20
them be able to function in school um so
16:23
that’s that’s one myth i think i hear a
16:25
lot and then you know the other one is
16:28
really about like addiction and
16:31
dependence on medication
16:34
and i think nobody wants
16:36
their kid to you know they have adhd and
16:38
they’re just going to get medication
16:40
that’s not really good for anybody right
16:42
we know that can be better when they
16:43
have
16:44
dual treatment what does dual treatment
16:46
mean tomorrow yeah so medication and
16:48
behavioral management when your kid just
16:50
gets medication
16:52
okay maybe they’re doing great at school
16:54
but then at home that medication is worn
16:56
off and it doesn’t feel so great at home
16:59
right
17:00
and so the family
17:02
chaos because of the adhd continues and
17:05
i think that’s where in primary care
17:08
you know we falter somewhat because we
17:10
don’t really have the resources so we
17:12
can easily prescribe a medication
17:15
but if you don’t have that parent
17:17
training in behavioral management
17:19
for school-age kids it makes it really
17:21
difficult for parents to feel like okay
17:22
we’re getting someplace with this
17:24
that’s what i was going to ask you about
17:26
actually i was going to ask you
17:28
how do we make sure that parents are
17:30
getting
17:31
what they need in terms of support
17:33
because i think
17:34
you know health care access becomes an
17:36
issue
17:38
yeah many kids depending on the state
17:40
can be insured right so we can get
17:43
medication for kids who have adhd
17:46
the hard part is the parent training and
17:48
the reason why that’s the hard part is
17:49
not necessarily like the cost it’s
17:52
getting to it so many parent training
17:55
interventions are you know at least
17:57
seven sessions sometimes in the evening
18:01
sometimes in the afternoon you know in a
18:03
work day
18:04
for a parent that’s already under stress
18:07
that’s you know maybe working a hourly
18:09
wage
18:10
that has a lot of other stressors and
18:12
not a lot of buffers in their life
18:14
that’s hard to make and if you have had
18:17
a pocket forget it and that
18:18
it can be quite expensive
18:20
and so this thing that is really so
18:23
important for parents to be able to
18:24
manage the household
18:26
becomes inaccessible in a way of the
18:28
treatment
18:29
that is a very
18:30
sobering thought yeah and we haven’t
18:33
talked about language so let’s say my
18:35
first language is not english then i
18:37
gotta find one in spanish or
18:39
somali
18:41
that’s really hard
18:43
[Music]
18:49
you know a lot of parents myself
18:51
included when their kids are diagnosed
18:53
sort of have to reset those expectations
18:55
regarding you know what their kids can
18:56
do and how to best parent them did that
18:59
play out in a certain way in your family
19:02
i think so but i think it took us some
19:04
time as parents to get there i think it
19:06
wasn’t really until parent training that
19:08
i was like oh i can’t expect them to do
19:12
everything that i want them to do at
19:13
this time right
19:15
so that took years i would say
19:18
um for me to come to the realization
19:20
that
19:21
i want them to do a b and c and d
19:23
without me telling them once because
19:25
that’s what i did when i was a kid and
19:27
so even though
19:29
intellectually i understand adhd and and
19:32
they were actually being treated for
19:33
adhd i would say it really wasn’t until
19:36
we took parenting training when we
19:38
actually changed our expectations
19:40
and changed
19:42
our parenting to match the fact that
19:44
they had adhd
19:46
tumony did you find the parent training
19:49
that you did to be culturally responsive
19:51
or culturally sensitive
19:54
um
19:56
no
19:57
do you think that’s important it’s very
19:59
important it’s something that i wanna
20:02
you know be able to add to the knowledge
20:04
based on what we know about and how we
20:06
treat adhd as a clinician as a
20:09
researcher so it’s kind of one of the
20:10
things i have on my
20:12
you know to-do list in in research and
20:15
clinical care
20:17
but no i don’t think it was particularly
20:19
um culturally sensitive and i’ll tell
20:21
you why
20:22
you know i grew up in a black family
20:26
on both sides my parents are you know
20:28
either
20:29
spend most of their time in california
20:30
but their parents are from the south
20:32
uh and there is this
20:35
implicit or even explicit idea that you
20:39
know kids
20:40
have to listen you know you need
20:42
immediate compliance there’s no question
20:45
there’s complete respect right there’s
20:47
no room for disrespect so
20:50
that’s the household that i grew up in
20:52
and there’s a reason for that as growing
20:54
up in a black family right if you go
20:56
back to
20:57
the you know jim crow era in the south
20:59
and you know even
21:01
though my parents were um spent most of
21:04
their childhood in california there’s a
21:06
lot of racism there as well
21:08
um and so
21:10
there was no room for non-compliance
21:12
um you could be killed
21:14
like literally for non-compliance right
21:16
so
21:18
that is the the kind of historical
21:20
context i think that black families come
21:22
from and that’s passed on generation
21:24
generation that like we we have to have
21:27
complete respect and compliance because
21:28
you cannot go during that time
21:31
into a store
21:33
and even look at a white person with any
21:36
kind of you know you have to have your
21:38
parent need to say stop and you stop
21:41
right so that’s the historical nature i
21:43
think that my parents come to parenting
21:45
with
21:45
and this is passed on
21:47
right it is and and that’s kind of the
21:49
way even though we live in
21:52
some type of a different era now some of
21:54
those things are still really important
21:56
when i teach the boys about how to
21:58
interact with the police and i think the
22:00
issue is that when we talk about that
22:03
expectation of complete compliance and
22:05
parenting
22:06
it’s just giving the parent
22:09
a window into
22:11
sure you you me you may want complete
22:13
compliance but part of parent training
22:15
is you know
22:17
ignoring
22:18
behaviors you don’t want
22:20
and
22:21
giving praise for behaviors you do want
22:23
right and so
22:24
that ignoring behaviors you don’t want
22:27
it kind of feels contrary
22:29
to that kind of generational
22:32
way of parenting that i’ve talked to you
22:33
about and that is was necessary it
22:35
wasn’t like
22:37
yeah it was part is not cultural like
22:39
black people just like to to have this
22:41
kind of parenting no it’s it was a
22:42
necessity of survival
22:44
but giving parents that ability to say
22:47
you could try this
22:48
ignoring behaviors you don’t want giving
22:50
positive attention to behaviors you do
22:52
want and still be a good parent and if
22:55
you try it you might actually see the
22:56
results and i think for me the time that
22:59
it really made up it like clicked for me
23:01
that i had this
23:03
kind of unconscious need to have this
23:05
parenting that had been kind of passed
23:07
down
23:08
um was we were in an incredible year’s
23:10
class and there’s a video and there’s um
23:13
a black woman with her daughter and
23:14
they’re like in the bathroom
23:16
and you could tell that the mom had just
23:17
given her like some consequence and the
23:20
kid was kind of
23:21
complaining about it
23:23
and said to the mom you know i i hate
23:25
you i can’t stand this
23:27
kind of thing
23:28
and and i was like oh what’s going to
23:30
happen now she get another consequence
23:32
the mom going to get upset and she was
23:35
calm and the mom just said
23:37
okay but you’re still having this
23:38
consequence already gave you you know it
23:40
was like
23:41
she was cool with a cucumber and that
23:42
was in your parenting class that video
23:44
that was an appearing class and it was
23:46
so weird because it was at that moment i
23:48
was like oh i could do that
23:50
like that’s okay
23:52
because she did it
23:54
it is surreal that i would respond to
23:57
that video in that way with all the you
24:00
know kind of uh i think again like this
24:02
intellectual knowledge i have about i
24:04
know what’s in parent training i know
24:06
what it says to do but i needed to see
24:08
someone who looks like me doing it to
24:10
almost give me permission to
24:12
yes you don’t have to respond to every
24:14
thing that the boys say to you that’s
24:15
great advice um
24:17
the cool is a cucumber if you can do
24:19
that in your house i am amazed i i can’t
24:21
do it in mine half the time oh not all
24:23
the time but i try my best
24:26
tawani thank you so much for your time
24:28
you’re welcome
24:31
so bob to me talking to tumani was a
24:34
really humbling experience i’ve spent my
24:36
career in education
24:37
i know a lot about
24:39
kids who learn and think differently but
24:41
i learned so much from her
24:43
about
24:44
the differences in different communities
24:46
i learned so much from this whole
24:49
episode um and i wish that we had the
24:51
opportunity to interact with
24:54
more folks who get things the way she
24:56
does i love that toumani’s looking at
24:58
tackling new things in her research too
25:01
and i really look forward to seeing
25:03
where she goes from here
25:05
[Music]
25:12
you’ve been listening to in it a podcast
25:14
from understood our website is
25:16
understood.org where you can find all
25:18
sorts of free resources for people
25:19
raising kids who learn and think
25:21
differently
25:22
including a blog post that i wrote about
25:24
the federal department of education’s
25:26
rules on racial disparity
25:29
we’d also love to hear from you
25:30
especially if you have experiences like
25:32
the ones that tumani or xavier or carlos
25:35
described for us go to u.org podcast to
25:39
share your thoughts that’s the letter u
25:41
as in understood dot o r g slash podcast
25:45
you can also rate and review us on apple
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25:52
other people know about init and if you
25:55
like what you heard today please also
25:56
tell somebody about it share it with the
25:58
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26:00
with the teachers that you work with
26:02
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26:09
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26:11
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26:16
that’s the letter u dot o r g
26:19
our show is produced by julie subrin and
26:21
sarah ibray
26:22
mike erico wrote our theme music and
26:24
laura kushner is our executive director
26:26
for editorial content thanks for being
26:28
in it with us everybody
26:32
[Music]
26:48
you

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This post was previously published on YouTube.

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The post In It | ADHD in Black Children: “In It” With Dr. Tumaini Coker [Podcast] appeared first on The Good Men Project.