A Primer to Neurodiversity and Neurodivergence
Trigger Warning: Brief acknowledgment of trauma and suicide
Neurodiversity is the natural diversity of human brains and minds. All brains work differently because of neurodiversity. Although neurodiversity is a fact of life, it is an often unrecognized aspect of human diversity. A person can be neurodivergent (sometimes abbreviated as ND) when their brain works in ways that differ from what is considered "normal” or neurotypical (sometimes abbreviated as NT). People with developmental, intellectual, psychiatric or learning differences can be considered neurodivergent.
Although we may understand that no two minds work in exactly the same way, we may not often stop and think about how this influences each person’s unique experience and health. Neurotypical minds may not notice neurodiversity because although unique, they “fit” with what is considered typical for society. Neurodivergence is the often less represented and supported aspect of neurodiversity. However, acknowledging and supporting human diversity means also understanding and respecting neurodivergence. This post is an introduction to neurodivergence with more in-depth posts to follow.
Watch this succinct explanation of neurodiversity and neurodivergence in this video
What makes someone neurodivergent?
Neurodivergence is based on our neurological make-up. Although we may be able to get pictures and scans of our brain, there is no machine that can identify all the inner workings of the brain and mind. Therefore, neurodivergence is often determined by behaviors and performance on neurological and psychological tests.
The language that we use to describe and label neurodivergence can have a huge impact. The deficit-based medical model describes neurodivergence using diagnoses and disorders such as Autism Spectrum Disorder (ASD) and Attention- Deficit/ Hyperactivity Disorder (ADHD). However, this is a simplistic understanding of neurodivergence and does not recognize it as a neurodevelopmental difference that makes some things harder and some things easier. The medical model is largely based in ableism, which is a set of beliefs or practices that devalue and discriminate against people with physical, intellectual, developmental or psychiatric differences and often assumes that they need to be “fixed” in one form or the other.
Not only is the deficit model unhelpful to understand neurodivergence, but functioning labels are also unhelpful to describe neurodivergent minds. Functioning labels are most commonly used when describing autistic individuals as either being “high” or “low” functioning. However, these labels are not representative or useful in understanding the person. Autism is not a linear “spectrum” as it is most often presented. Just like neurotypical individuals, autistic individuals have variations in their abilities, which creates difficulties in some areas and strengths in others. So, to say that one person falls on a singular spot of the spectrum is inaccurate and can be harmful. When people are referred to as “high functioning,” they may lose access to necessary supports; when described as “low functioning,” they may be underestimated and miss out on opportunities. As Laura Tisoncik, autistic writer and advocate, states, “the only difference between high functioning and low functioning is that high functioning means your deficits are ignored and low functioning means your assets are ignored.”
Autistic self-advocates also express a preference for identity-first (autistic person) instead of person-first (person with autism) language. As a professional, I was always taught to use person-first language as it is more respectful and separates the person from the disability; however, many autistic individuals tell us that their autism is part of their identity that cannot be separated.
Check out this great comic strip to better understand the autism spectrum here
What does it mean to understand neurodivergence?
Although a specific diagnosis is not necessary, it can offer relief, understanding, and access to supports. Getting diagnosed with some form of neurodivergence does not change who a person is or was before the diagnosis. And, it also does not necessarily mean that it needs to be “treated.” However, understanding our unique neurological profile can help us better understand what we need to stay healthy and thrive.
There is a consistent social narrative that anything that deviates from the norm needs to be diagnosed and changed or fixed, even if that “thing” serves a purpose for the person. Therefore, neurological strengths and different ways or processing and communicating should not be mistaken for “symptoms.” Examples of neurodivergent strengths include the ability to deeply focus and attend to details; acceptance of differences; a strong sense of justice; and creativity. These strengths can sometimes get labeled as inattention, restricted interests, atypical and rigid thinking, and inflexibility. Differences in expression and communication can also be mistaken for symptoms. For example, many non-speaking (preferred term over non-verbal) autistic individuals are underestimated and suspected to have intellectual limitations. And, not making eye contact can be referred to as a “social deficit,” leading to the belief that the individual is not paying attention, is “in their own world” or is uninterested when they are likely actually better able to attend and take in information when not making eye contact.
Understanding neurodivergence also involves understanding the intersection with other aspects of diversity. Current neurodivergent assessment processes and diagnostic criteria are based largely on a white male presentation. This has lead to the commonly held belief that boys are four times more likely than girls to have autism; in reality, they are actually just more likely to be diagnosed with autism. Recent knowledge tells us that autistic females are better at hiding the signs (referred to as camouflaging or masking), especially when they are younger. Because autism in females “looks” different, they are often missed or misdiagnosed with other disorders. Reports have also consistently noted that more white children are identified with autism when compared to black or Hispanic children. Stigma, lack of access to healthcare services due to non-citizenship or low-income and non-English primary language have been identified as potential barriers to identification, especially among Hispanic children.
Mental health difficulties can come from unrecognized and unsupported neurodivergence. Unrecognized neurodivergence can lead to difficulties with self-esteem, anxiety, and depression, in part because many neurodivergent people experience shame and blame for their divergent behaviors and perceive themselves as constantly failing or being wrong in the world. Suppressing and hiding ones neurodivergence to appear more “normal” has negative effects on mental and physical health. Neurodivergent individuals are more vulnerable to bullying, violence, and trauma and have higher rates of suicide.
What are some ways to support and embrace neurodiversity and neurodivergence?
When thought of as deficiencies, there is a tendency to want to medicate or treat neurological differences. However, neurodivergence itself is not an emotional, behavioral, physical, or psychiatric disorder (although neurodivergent individuals can also have these difficulties); therefore, medications and strict behavioral interventions are not necessary, do not work, and can be harmful. Here are some other ways to support neurodivergence instead:
Continue to learn about neurodiversity and neurodivergence.
Name, accept and celebrate neurodivergent identities.
Respect unique neurological profiles involving different sensory, communicative and behavioral expressions: Knowing that outward behaviors are an expression of one's unique identity and experience of the world, loving and accepting individuals, as they are, creates a solid foundation for health and wellness.
Instead of labeling neurological differences as deficiencies, consider them as strengths that can also be vulnerabilities. For example, the sensitivities and heightened experiences that often accompany neurodivergence can create overwhelm but can also facilitate great attention to detail and unique perspectives.
Recognize neurotypical biases and ableism in individuals, institutions, and society.
Challenge neurodivergent assumptions and stigma. One of the biggest assumptions is that nedurodivergent individuals are not socially motivated or empathetic and have social deficiencies; however, this has only been found to be true when judged against neurotypical people. In reality, this “mind blindness” goes both ways and neurotypical people also appear to have similar social difficulties when interacting with neurodivergent people.
Listen to neurodivergent voices (#actuallyautistic) and respect their truth and experience.
Find, change or modify environments to fit neurodivergent individuals so they can thrive.
Respect all forms of communication and expression, not just spoken words.
When discussing individuals, use the person’s name; when this is not an option, use identity-first language unless there is a preference for something else.
Don’t use functioning labels. Instead of using a functioning label, the person can simply be called "autistic." If more specificity is needed, describe specific needs and abilities.
If you are unsure how to best support someone, ask them!