Nonspecific Diagnoses in Military Families

For Tabatha, a military child, frequent moves, deployments, and changing schools were simply part of life from a very young age. But behind that routine was a reality that few people ever saw.

At home, her brother, who had significant special needs, required constant care, multiple therapies, and support in nearly every aspect of his daily life. As happens in many families, much of the family's time, energy, and attention was focused on meeting his immediate needs.

While the world revolved around those demands, Tabatha quietly learned to set her own needs aside.

The Struggles No One Saw

At school, she struggled with significant challenges in reading comprehension and mathematics. Reading grade-level text felt overwhelming, and solving math problems often caused anxiety. Even so, she continued trying. What many people didn't see was that behind her determination was a child who also needed support, guidance, and understanding.

Military moves made everything even more difficult. Every relocation meant starting over—explaining her story, transferring records, waiting for evaluations, and adapting to a new school system. In the middle of it all, her brother's needs often remained the primary focus while Tabatha's needs faded into the background, seeming less urgent and less visible.

When the Diagnosis Isn't Enough

There were many times when, as a family, we tried to open doors for Tabatha to receive help through tutoring, academic supports, and specialized interventions. Too often, however, we encountered long waiting lists, limited resources, and systems that were not always prepared to understand the unique challenges of a military family with multiple needs.

At times, it felt like we had to fight for everything—for an evaluation, for services, and for every opportunity.

After observing her ongoing struggles, I sought a comprehensive psychological evaluation. The psychologist identified an unspecified diagnosis related to significant difficulties with reading comprehension and mathematical reasoning. Although the evaluation confirmed what we already suspected—that Tabatha faced real challenges affecting her learning—the lack of a more specific diagnosis made it difficult to access the services and supports she desperately needed.

While her classmates progressed more easily, Tabatha continued working hard to understand what seemed to come naturally to others. Over time, that constant effort without the expected results gradually eroded her confidence. Frustration grew, along with the feeling that she simply wasn't enough—that despite giving her best, she was falling behind.

From Frustration to Progress

Even so, Tabatha never stopped trying.

With the unwavering support of her family and a few educators who looked beyond her challenges, she began to discover something new: she could learn—just differently, at her own pace, and in the right environment.

Over time, we came to better understand what helped her succeed. Small-group instruction provided the calm environment she needed to focus. Clear directions, predictable routines, and step-by-step teaching became bridges to learning.

When our military family moved to Florida, something changed. For the first time, we found a school that not only recognized her challenges but also listened, collaborated, and became invested in her success. We were no longer fighting the battle alone.

Little by little, Tabatha began to see herself differently.

Frustration gave way to confidence. Her fear of making mistakes began to fade. Learning, which had felt like a burden for so long, gradually became a real possibility.

From Challenges to Success

Today, Tabatha is an example of quiet resilience—the kind that doesn't seek attention but changes lives.

Against the odds, she graduated from high school as Salutatorian, earning the second-highest GPA in her graduating class. But beyond the academic achievement, her story speaks to something even deeper: even when she felt invisible, she never stopped moving forward.

When the right opportunities meet the right support, even the most difficult stories can become stories of hope.

About the Author - Caridad Vazquez

Special Education Mentor

Caridad has been a passionate advocate for children with special needs for more than 10 years, with a special focus on serving Spanish-speaking families.

Her work began in California, where she helped low-income families obtain health insurance. She later worked as an interpreter in Washington, a special education classroom assistant in Utah, and an elementary English as a Second Language (ESL) teacher. Today, Caridad teaches Spanish and serves as a curriculum coordinator at a private school in Florida. She is also a member of PC2 (The Pierce County Coalition for Developmental Disabilities) in Tacoma, Washington, where she trains families to better understand medical and educational systems so they can obtain the services their loved ones with special needs need to thrive.