Neurodiversity: Understanding What Makes Our Minds Unique

Where does the term "neurodiversity" come from?

Neurodiversity is a term that was coined in 1998 by Australian sociologist Judy Singer. She created this term to refer to the uniqueness and differences between all brains, recognizing the diversity among all people. She also coined the term with the intention to help fight stigma and change attitudes toward autism, and help all neurodivergent people feel accepted. ^[3]

Why is the term used?

The term is used to help recognize the differences between neurotypical and neurodiverse people in terms of their behaviors, thinking, and needs. ^[4]

Many neurodivergent people struggle with certain aspects of their brain functioning while also experiencing a range of positive aspects. Using the term neurodivergent helps to recognize the whole person, as opposed to only identifying their difficulties or defining them by a disorder, allowing them to focus on their strengths. ^[3]

For example, some neurodivergent people are very creative, hyper-focused, or can consider novel perspectives. Rather than focusing on the difficulties faced within this group, the neurodiversity movement helps bring attention to and nurture these areas of interest and ability.

Are there symptoms?

Neurodiversity includes multiple conditions, so there is no specific list of signs and symptoms that can be recognized as neurodivergent. Often, neurodivergent conditions involve symptoms related to social functioning, focus and concentration, and the ability to process and understand information. ^[1]

For example, symptoms that may be seen within neurodivergent people might be linked to: ^[1][4]

• Sensory processing: Some people might struggle to process sensory information or feel uncomfortable in certain circumstances, such as due to loud noises, the feel of certain fabrics, or personal space or touch.
• Information processing: The way communication and instructions are understood might differ. Certain types of information might be easily misunderstood, such as mathematics or language.
• Social etiquette: ‘Normal’ social behaviors or rules might be unclear or unintentionally unadhered to.
• Focus: Some people struggle to maintain focus and concentration, while others may become hyper-focused on a certain topic or task.

Neurodiversity in the workplace

Neurodivergent people might find issues with some of the traditional expectations of the workplace, such as time management, completing tasks, customer-facing roles, or uniforms. Because of the Americans with Disabilities Act, employers cannot discriminate against neurodivergent people and may be required to make accommodations to the workplace environment.

For example, neurodivergent people might benefit from: ^[4]

• Quiet spaces to work or take a break
• Written instructions for tasks, broken down into individual steps
• Clear scheduling and planning around meetings and deadlines
• Employee training around neurodiversity and communication
• Regular reviews to discuss the individual’s needs and preferences

Also, employers might benefit from the individual’s specific skills and attributes. The neurodivergent person might have a different approach to a project or challenge, be highly creative or intellectual, or have a specific set of skills or knowledge in a certain area. ^[1][3]

Neurodiversity in education

Neurodivergent people might face similar barriers within the education system, relating to their ability to behave or think in a typically expected manner. Schools can provide the environment and support required for each student to learn. This might include: ^[7]

• Being aware of stigma and bullying that might occur, and encouraging inclusivity and understanding
• Providing one-to-one sessions to ensure lessons have been understood or to go over complex topics
• Recognizing the strategies and approaches to teaching that work well for neurodivergent individuals
• Adapting the sensory aspects of the classroom, such as noise, colors, or lighting
• Being clear about the expectations of the students within the classroom and how neurodivergent individuals can meet these expectations with necessary accommodations
• Helping students to identify their strengths and interests, and encouraging these areas

Neurodiversity and healthcare

Neurodiversity can impact the quality of healthcare that is received for several reasons, such as communication issues, anxiety, and sensory overstimulation in places such as waiting rooms. These issues might prevent neurodivergent individuals from attempting to access healthcare, communicating their health problems adequately, or being understood by professionals. ^[8][9]

Neurodivergent people might benefit from: ^[8][9]

• A friend or family member attending appointments to help communicate issues and listen to the healthcare professional’s advice
• Waiting rooms with less noise or lighting
• Items such as noise-cancelling headphones or weighted blankets in clinics and hospitals
• Clinician training and understanding about neurodivergence and specific healthcare needs

Neurodiversity and relationships

Neurodivergent people's needs, behaviors, and communication styles can impact their interpersonal relationships. They may also experience stigma and judgment from others, further impacting their ability to develop meaningful relationships and friendships. ^[10]

Depending on the individual, neurodivergent people might benefit from: ^[10]

• Being clear about their physical boundaries
• Addressing any issues they may have with communication, and developing strategies with friends or partners around how to speak with and understand one another
• Attending support groups or communal activities with other people with similar symptoms or conditions to feel a sense of community and understanding
• Avoiding situations or events that may be overwhelming or difficult