What is neurodiversity?

Harriet Marks explores what it means to be neurodivergent and how we can be more ‘neuroinclusive’
Showing diversity in people in the form of different geometric shapes.

What is neurodiversity?

In the 1990s, the term ‘neurodiversity' was first introduced to the world by Judy Singer1, 2 and in recent years, we seem to be hearing about it more and more.
I don’t know about you but I feel like I am seeing and hearing the word 'neurodiversity’ everywhere at the moment, whether that be in TikTok videos, at work, on podcasts or in conversations with friends and family.
So, what does it actually mean?
  • Neurodiversity refers to ‘the diversity of human brains and minds – the infinite variations in neurocognitive functioning within our species’3.
  • It is an ‘idea that beautifully captures the plain fact that autism and a range of other conditions – ADHD, dyspraxia, dyslexia and more – are part of the endlessly different ways that human minds are wired’2.

Put simply, we all think, feel and process the world differently.

 
 
 
 
A cartoon depicting the differences in how people learn and understand letters and language.
A cartoon depicting the differences in how people learn and understand letters and language.
A cartoon depicting the differences in how people learn and understand letters and language.

What does it mean to be neurodivergent?

Words such as ‘neurodiversity’, ‘neurodivergence’, neurodivergent’ and ‘neurodiverse’ are often misused4, as people may assume that they mean the same thing.
Although they may look pretty similar and I doubt I could tell the difference without my glasses on, neurodivergence (the state of being neurodivergent) “means having a brain that functions in ways that diverge significantly from the dominant societal standards of ‘normal’”3.
“An individual may be neurodivergent, while a group [such as a family, workplace, classroom or friendship group] can be neurodiverse”5. For example, a neurodiverse team may include dyslexic people, autistic individuals and people who are not neurodivergent (‘neurotypicals’).
Are you still with me? Or did you read some of those words as ‘neuro...something...’ in your head?

Either way, put simply, neurodivergent people process the world differently.

 
 
A cartoon depicting the differences in how people learn and understand letters and language.
A cartoon depicting the differences in how people learn and understand letters and language.
A cartoon depicting the differences in how people learn and understand letters and language.
Exactly who falls under this umbrella is sometimes debated but it includes autistic people, dyslexic people and ADHDers3, as well as those who might fall into multiple categories at once, for example, AuDHDers (ADHDers who are also autistic).
Being different can bring strengths but being neurodivergent in a largely neurotypical world can also be challenging, particularly for those with high support needs (for example, people who cannot work or live independently) and for those on long waiting lists for assessments who may currently be unable to access support.

Are autism and ADHD ‘disorders’?

Oof – well, it depends on whom you ask!
There are multiple ‘editions’ (versions) of a book called the Diagnostic and Statistical Manual of Mental Disorders, also known as the DSM.
In this book and other content based on this, ‘Attention-deficit/hyperactivity disorder’ (ADHD) and ‘Autism Spectrum Disorder’ (ASD) both contain the word ‘disorder’6, which Collins Dictionary7 first defines as a ‘problem or illness which affects someone's mind or body’.

However, being neurodivergent can have positive and negative effects and many people view it as a difference, not a disorder.

Dr Natalie Engelbrecht, an autistic woman, says that:
  • “As the DSM is a diagnostic manual of pathologies, there is a focus on the negative symptoms of the conditions”8.
  • “Thus positive autistic traits are either ignored, or described as if they are negative”8.

‘Neurodiversity’ describes the whole of humanity. But the neurodiversity movement is a political movement for people who want their human rights.

Judy Singer, Australian sociologist, known for coining the term neurodiversity2
 
 
Through the medical model of disability, autism, ADHD and other forms of neurodivergence are disorders but through the neurodiversity model, difference and diversity are natural, rather than problematic.
Through the neurodiversity movement, we should work towards being more accepting and inclusive of these variations3.
A cartoon depicting the differences in how people learn and understand letters and language. Getty Images: 465998049
A cartoon depicting the differences in how people learn and understand letters and language.
A cartoon depicting the differences in how people learn and understand letters and language.

How can we be more neuroinclusive?

Yes, you did just read yet another word beginning with ‘neuro’...

Basically, neuroinclusivity is about trying to break down the barriers that may make neurodivergent people’s lives harder.

It is about creating more equal opportunities, reducing stigma, listening to people, celebrating uniqueness and enabling people who communicate and process things in a diverse variety of ways to be able to join in.

I believe we should work towards creating a more accessible, accommodating and inclusive society for those who have processing, social and/or sensory differences.

But how can we do this? Some of these changes may be easier than you think!
For example, in Ellie Middleton’s book9, she lists many neuroinclusive ideas to improve the workplace such as:
  • letting an employee move their lunch break to a less busy slot to avoid busyness and sensory overload
  • offering flexible working hours including allowing breaks and rest periods or working from home
  • using tools or software that is designed to help with notetaking, attention to detail, short-term memory and organisation.
She explained, “most of the changes that have the potential to make the biggest difference to neurodivergent people are free, quick and simple. They're not groundbreaking. In fact, they are mostly just rooted in kindness, clarity, and common sense.”9
There are guides available to help professionals to work well with neurodivergent employees and colleagues10 and also advice to help neurodivergent people to understand what may help them at work.11
I find asking ‘how does that present for you?’ or ‘how can I best support you with that’? to be useful when someone discloses that they are neurodivergent to me, as it helps me to understand what their access needs may be and how they would like to be treated.
While there is a long way to go with neuroinclusivity, I think that acknowledging that we all think differently seems a great place to start!

Researching neurodiversity at Plymouth

I am currently working on my PhD at the University of Plymouth. My project focuses on the lived experiences and perceptions of autistic women and/or autistic individuals Assigned Female at Birth (AFAB), as well as media representations of this population.
I attend conferences (events where researchers share their work with each other) and sometimes give my own presentations on disability and neurodiversity at these too!
Studying for a PhD is challenging but very rewarding, as I get to learn more about disability research and how different neurodivergent people think and feel.
I am very grateful to my amazing supervisory team, Dr Julie Parsons , Professor Gayle Letherby , Dr Lyvinia Elleschild , for their dedicated support and guidance in helping me throughout my PhD so far and related opportunities. I am so glad that I chose to study Sociology at Plymouth.

Study a PhD in Sociology at Plymouth

Plymouth’s PhD Sociology programme has a long and distinguished history and we have an international reputation for research excellence. In the Research Excellence Framework (REF) 2021, 86% of our research was classified as ‘world-leading’ or 'internationally excellent'.
We have collective strengths in health policy, gender, media, sustainability and climate change, nationalism and methodological innovations. Our graduates have won a number of awards for their internationally leading research.
Image of demonstrators outside a public building.

Neurodiversity toolkit

Supporting neurodiverse students and those from minoritised groups in achieving their education and employment goals
According to the University's Disability Services Data for the 2023–2024 study year, 19.5% of UK-domiciled undergraduate students at the University are neurodivergent or have a disability.
This neurodiversity toolkit aims to:
  • provide training materials for the students to improve their confidence while preparing to enter the job market
  • set a list of recommendations for teaching staff who strive to create a more diverse and inclusive learning environment.
Illustration of a head with colourful cogs rising from the brain
 

References
1. Izuno-Garcia, AK., McNeel, MM and Fein, RH. (2023). Neurodiversity in Promoting the Well-Being of Children on the Autism Spectrum [online] Child Care in Practice, 29(1): 54-67. Available at: https://www-tandfonline-com.plymouth.idm.oclc.org/doi/full/10.1080/13575279.2022.2126436
2. Harris, J. (2023). The mother of neurodiversity: how Judy Singer changed the world [online] The Guardian. Available at: https://www.theguardian.com/world/2023/jul/05/the-mother-of-neurodiversity-how-judy-singer-changed-the-world
4. Fletcher-Watson, S. (2020 - edited 2022). Neurodiverse or Neurodivergent? It’s more than just grammar [online] University of Edinburgh. Available at: https://dart.ed.ac.uk/neurodiverse-or-neurodivergent/
5. Whitehead-Smith, E. (2023). Neurodiverse Vs Neurodivergent [online] The Happiness Index. Available at: https://thehappinessindex.com/blog/neurodiverse-vs-neurodivergent/#:~:text=To%20a%20certain%20extent%2C%20it's,would%20make%20a%20neurodiverse%20organisation
6. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition. DSM-5. Arlington: American Psychiatric Association.
7. Collins Dictionary. (n.d.). Disorder [online] Collins Dictionary Online. Available at: https://www.collinsdictionary.com/dictionary/english/disorder
8. Engelbrecht, N. (2022). Decoding autism in the DSM-5 [online] Embrace Autism. Available at: https://embrace-autism.com/decoding-autism-in-the-dsm-5/
9. Middleton, E. (2023). Unmasked. Available at: https://www.audible.co.uk/pd/UnmaskedAudiobook/B0C8B6XZ36
10. CIPD. (2024). Neuroinclusion at work [online] CIPD. Available at: https://www.cipd.org/uk/knowledge/guides/neuroinclusion-work/
11. neurobox. (2022). Things it's ok to ask for when you have ADHD - Webinar by Ellie Middleton [online] YouTube. Available at: https://www.youtube.com/watch?v=0lD5MfVmMl4