what is neurodiversity?
What is Neurodiverse?
Many people ask, ‘What does neurodiverse mean?’ They often hear others use this term to describe themselves and want to understand it better. A person who might ask themselves this may have a diagnosis of something like ADHD, autism or Tourette’s syndrome. However, while it may be common to hear, ‘I am neurodiverse’, that term isn’t entirely accurate.
Understanding Neurodiversity
Neurodiversity highlights the natural differences in how human brains function (Baumer & Frueh, 2021). For example, it includes conditions such as ADHD, autism, and Down’s syndrome. Rather than seeing these as deficits, neurodiversity recognises them as meaningful variations in thinking, learning, and interacting with the world.
This perspective shifts away from deficit-based views. Instead, it promotes acceptance of diverse cognitive styles as part of natural human variation.
the history of neurodiversity
The term ‘neurodiversity’ is often credited to Judy Singer. However, it first gained recognition through online autistic communities (Botha et al., 2024). Over time, it evolved into a movement advocating for rights, acceptance, and meaningful support for neurodivergent individuals.
To represent this diversity, many in the community use the infinity symbol, which signifies the limitless potential of neurodivergent minds. As a result, it has become a powerful emblem for the movement.
so, what is neurodiversity?
Neurodiversity is the concept that neurological differences such as ADHD, autism, and dyslexia are natural variations of the human brain. Instead of viewing them as flaws, it recognises and values the diverse ways people think, learn, and experience the world.
the neurodiversity paradigm
The neurodiversity paradigm views neurological differences such as autism, ADHD, and dyslexia as natural variations in the human brain. Unlike the medical model, it does not treat these differences as problems that need to be “cured” or “fixed” (Dwyer, 2022). Instead, it values cognitive diversity and acknowledges that both neurodivergent and neurotypical individuals bring unique strengths and challenges.
Why Moving Away from Deficit-Based Thinking Matters
It is important to move away from a deficit-based mindset towards an affirming approach. The neurodiversity paradigm encourages a deeper appreciation of different ways of thinking, learning, and experiencing the world. Rather than expecting individuals to fit into narrow societal norms, it promotes supportive and inclusive environments.
How Is the Neurodiversity Paradigm Different from the Medical Model?
The medical model treats neurological differences as deficits that need to be “fixed” (McCain, 2017). However, the neurodiversity paradigm challenges this idea by promoting acceptance and inclusion. Instead of forcing individuals to fit into predefined standards, it encourages environments that support cognitive diversity.
For instance, rather than seeing autism or ADHD as conditions that require treatment, the neurodiversity perspective focuses on understanding, support, and accessibility. This shift helps ensure that neurodivergent individuals receive the right adjustments without feeling pressured to hide their differences.
Recognising the Value of Neurodivergent Individuals
Instead of enforcing conformity, the neurodiversity paradigm values the unique contributions of neurodivergent individuals. Furthermore, it recognises their importance in society. By embracing different ways of thinking and learning, communities become stronger, more inclusive, and enriched by diverse perspectives.
neurodivergent-affirming language
The attached tables compare different ways of describing neurodivergence. The first table presents terms from the medical model, which often frames autism and ADHD through a deficit-based lens. In contrast, the second table highlights language aligned with the neurodiversity paradigm. This approach promotes inclusion, respect, and acceptance, shifting the focus towards strengths rather than deficits.
Why Language Matters
The way we talk about neurodivergence shapes how it’s understood. Using affirming language helps break down stigma and promotes acceptance. Changing the words we use also challenges outdated ideas, making space for a more inclusive perspective. This is why the choice between identity-first and person-first language matters.
Identity-First vs Person-First Language
There is ongoing discussion about whether to use identity-first language (e.g. “autistic person”) or person-first language (e.g. “person with autism”). Identity-first language reflects that neurodivergence is a core part of who someone is, while person-first language emphasises the individual before their diagnosis. Many autistic and ADHD communities prefer identity-first language, as it acknowledges neurodivergence as an integral part of identity rather than something separate. However, preferences vary, so the best approach is always to respect individual choice.
neurodiverse or neurodivergent?
Many people say, “I am neurodiverse” or “She is neurodiverse.” However, this is not accurate when referring to an individual (Meadows, 2021). Instead, neurodiverse describes a group that includes people with different neurotypes.
Common Questions About Neurodiverse vs. Neurodivergent
People often wonder, What does neurodiverse mean? or How do we define a neurodiverse person? To clarify, let’s explore the correct terms and their meanings.
📌 What is a Neurodiverse Person?
Neurodiverse refers to a group of people with different neurotypes. People often use the term incorrectly when describing an individual. Instead, the correct term for one person is neurodivergent.
🧠 Neurodiverse vs. Neurodivergent
Neurodiverse refers to a group with different neurotypes.
A classroom with autistic, ADHD, and dyslexic students is neurodiverse.
Neurodivergent describes an individual whose brain processes the world differently.
“I am neurodivergent.”
“She is neurodivergent.”
"I AM NEURODIVERGENT"
"She is neurodivergent"
🔎 Neurotypes: Neurodivergent vs. Neurotypical
🌈 Neurodivergent neurotypes include autism, ADHD, dyslexia, dyspraxia, and other cognitive differences.
🌷 Neurotypical neurotypes describe individuals whose brains function in ways that align with societal expectations.
⚖️ Neurotypical vs. Neuronormative
👤 Neurotypical refers to individuals whose thinking and learning patterns align with societal norms.
"I am neurotypical"
"He is neurotypical"
🚪 Neuronormative systems are designed primarily for neurotypical people, often failing to consider diverse cognitive needs.
💼 A workplace that lacks sensory-friendly spaces is neuronormative.
Common Myths About Neurodivergence
Many myths about neurodivergence create pressure to conform to neurotypical norms. Misconceptions about ADHD and autism remain widespread and are often misunderstood. Assumptions about empathy, communication, and social skills also reinforce harmful stereotypes.
As a result, these misconceptions lead to exclusion, misinterpretation, and barriers that prevent genuinely supportive environments. Addressing these myths is essential for improving understanding and encouraging acceptance of neurodivergent individuals.
adhd myths
Many misconceptions about ADHD lead to misunderstanding. These myths often shape public perceptions and contribute to stigma. Below are some of the most common myths, along with the facts that challenge them.
1
the facts
2
reality
3
the truth
autism myths
Misconceptions about autism create confusion and reinforce misunderstanding. These myths also shape public perceptions and add to stigma. Below are some of the most common myths, with facts that clarify the truth.
1
the facts
2
Truth
3
The evidence
Myths about ADHD and Autism
Myths about ADHD and autism contribute significantly to under-diagnosis and misdiagnosis, especially among marginalised groups. Gender stereotypes, for example, often mean girls and women are overlooked. Racial biases and ableist frameworks create further barriers, delaying both diagnoses and access to support for individuals from the Global Majority.
Recognising these misconceptions is crucial when exploring how race, gender, and cultural background influence access to accurate assessments and meaningful support. By actively challenging myths and addressing systemic barriers, we can move towards a more inclusive and equitable healthcare system that ensures no one is left behind.
understanding the intersection
When discussing neurodiversity, it is essential to consider how race, gender, and culture shape healthcare experiences. A common question people ask is, “What is a neurodiverse person?” However, this term applies to a group rather than an individual.
If these intersections are overlooked, diagnoses are more likely to be delayed and access to support will remain limited for marginalised individuals. Addressing misconceptions and dismantling systemic barriers is therefore essential for creating a more inclusive and accessible healthcare system.
Recognising Systemic Barriers in Neurodiversity
A full understanding of neurodiversity means recognising how race, gender, and cultural background affect access to diagnosis and support. Unfortunately, these factors often cause delays or missed diagnoses, especially for individuals from the Global Majority.
inclusive approaches
To tackle these challenges, we need to reduce systemic inequalities by adopting more inclusive practices. Achieving fair healthcare requires ongoing efforts to challenge biases and rethink traditional approaches. By making these changes a priority, we can help ensure that everyone gets the support they need.
the role of language
In the next section, we’ll look at the role of respectful language and why neurodiversity awareness matters. We will also explore practical strategies to better support diverse individuals on their journeys.
inclusive language
I recognise that terms like “BAME” and “ethnic minorities” are outdated because they do not fully reflect the diversity of individual experiences (Campbell-Stephens, 2020). To support inclusivity, I have researched and adopted the terminology preferred by People of the Global Majority (PoGM) (Hawthorne, 2023).
👎 Incorrect Terms
❌ Black, Asian and Minority Ethnic (BAME):
This term groups diverse communities together and situates whiteness as the norm (Campbell-Stephens, 2020).
⛔️ Ethnic minorities:
This phrase reinforces a white-centered perspective and distorts how many non-white individuals exist globally (Hawthorne, 2023).
🚫 Black, Indigenous, and People of Colour (BIPOC):
A term commonly used in North America but does not reflect racial identities in the UK. It centres Indigenous populations within colonial histories that do not align with UK racial groupings (Lim, 2020).
👍 Correct terms
✅ Global Majority:
This term reflects the fact that people of colour make up over 80% of the world’s population. It is a factual and inclusive alternative that challenges racial hierarchies (Campbell-Stephens, 2020).
🌍 People of the global majority:
White-centered language, including terms like “ethnic minorities,” distorts perceptions of how many non-white individuals exist globally. By shifting to PoGM, we acknowledge that people of colour form the majority of the world’s population, ensuring factual representation and greater inclusivity
Health Inequalities in Neurodivergent and Marginalised Communities
Tanne (2022) found that medical research remains heavily focused on men, particularly white men (Hoffman et al., 2016). As a result, the lack of diverse representation in studies continues to reinforce health inequalities. This issue is especially significant for women from the Global Majority (Bierer et al., 2022).
In the UK, for example, over 90% of speech and language therapists are white women (Harrison, 2023). This imbalance directly affects healthcare equity. Adopting more inclusive and representative approaches is therefore essential.
Cultural Competency in Healthcare
Providing effective and respectful care goes beyond communication. It requires a deep understanding of a person’s language, culture, and identity. More than improving interactions, it is about honouring dignity and ensuring individuals feel truly seen and valued.
underrepresentation
The underrepresentation of the Global Majority in healthcare continues to cause delays in diagnosis, inadequate treatment, and poorer overall outcomes. To build a more inclusive system, we must actively challenge these disparities and advocate for equitable care that meets everyone’s needs.
In particular, healthcare professionals must recognise and address systemic inequalities that disproportionately affect neurodivergent individuals, especially those from marginalised communities.
overlapping inequalities
People from the Global Majority, including neurodivergent individuals, often face multiple layers of discrimination. These overlapping inequalities create significant barriers to care. As a result, they frequently experience misdiagnoses, delays in support, and missed opportunities for meaningful intervention.
White Privilege in Healthcare
As a white healthcare professional, I acknowledge both my privilege and the responsibility that comes with it. Because of this, I actively use my position to highlight and challenge inequalities.
Rather than simply calling myself an ally, I strive to be actively anti-racist. This means addressing biases, questioning systemic prejudices, and advocating for change within healthcare. However, true commitment requires ongoing action, not just passive support from the sidelines.
Intersectionality in Healthcare
Recognising how race, identity, and neurodivergence intersect helps us create more inclusive and culturally responsive care for neurodivergent individuals from the Global Majority.
To achieve true healthcare equity, we must actively dismantle systemic barriers, promote inclusivity, and ensure that all individuals receive fair and accessible support, regardless of their background or identity.
Addressing Health Inequalities Among Marginalised Groups
Research indicates that neurodivergent individuals, including those with ADHD and autism, are more likely to explore non-normative gender identities and sexual orientations. However, overlapping biases and stigma often result in misdiagnoses and inadequate care (Loy-Ashe, 2023).
For example, many LGBTQIA+ neurodivergent individuals face dismissal or misdiagnosis due to harmful stereotypes and a lack of culturally competent services (William, 2020). These barriers further deepen healthcare inequalities, restricting access to accurate diagnoses and appropriate support.
Healthcare Barriers for LGBTQIA+ Individuals
Research indicates that neurodivergent individuals, including those with ADHD and autism, are more likely to explore non-normative gender identities and sexual orientations. However, overlapping biases and stigma often result in misdiagnoses and inadequate care (Loy-Ashe, 2023).
For example, many LGBTQIA+ neurodivergent individuals face dismissal or misdiagnosis due to harmful stereotypes and a lack of culturally competent services (William, 2020). Consequently, these barriers further deepen healthcare inequalities, restricting access to accurate diagnoses and appropriate support.
Gender Bias in Healthcare for Women and AFAB Individuals
Women and AFAB individuals often face significant healthcare disparities due to gender bias and male-centred research. As a result, their mental health symptoms are frequently misdiagnosed or dismissed as hormonal fluctuations or emotional instability (Recio-Barbero & Pérez-Fernandez, 2019).
Historically, clinical trials have excluded women, leading to treatments that fail to address their specific needs (Abbasi, 2023). This exclusion has had lasting consequences, contributing to inadequate care and misinformed medical approaches.
Barriers Faced by Immigrants and Refugees
Many immigrants and refugees struggle with language barriers, limited access to healthcare, and financial or legal obstacles that prevent them from receiving adequate medical support.
Language barriers
Limited proficiency in English makes it harder for immigrants and refugees to navigate healthcare systems. As a result, they face a higher risk of medical errors and substandard care (Ho et al., 2023). Addressing these linguistic challenges is essential for improving healthcare outcomes and reducing disparities.
legal and financial restrictions
Many refugees and undocumented migrants encounter severe financial barriers and restricted access to care. Even when legally entitled to healthcare, many are discouraged by ID requirements, which can create fears of deportation or discrimination (Asif & Kienzler, 2023). These obstacles worsen health disparities and delay essential medical support.
Knowledge and Cultural Barriers
A limited understanding of healthcare systems, combined with cultural differences, affects how immigrants and refugees seek medical assistance (Lebano et al., 2020). Many avoid seeking care due to confusion or uncertainty about available services. Bridging these gaps with culturally competent support is essential for ensuring accessible care.
Final Thoughts on Neurodiversity and Healthcare Equity
Fully understanding neurodiversity involves more than simply acknowledging differences. It requires challenging outdated models, addressing systemic inequalities, and embracing inclusive practices. By learning about the history of neurodiversity, challenging misconceptions, and recognising the barriers faced by marginalised groups, we can work towards creating a society where neurodivergent individuals are respected and supported.
Want to ask something I’ve not covered? Try my Frequently Asked Questions section! You can also contact me at adhdslt@outlook.com if you need further support.
references
Below are the sources referenced throughout this page, categorized for easy navigation.
Healthcare Disparities and Access
- Asif, Z., & Kienzler, H. (2023). Barriers to healthcare for refugees, asylum seekers, and undocumented migrants. King’s College London.
- Ho, C.H., et al. (2023). Access to Healthcare Among US Adult Refugees: A Systematic Qualitative Review. Journal of Immigrant and Minority Health.
- Lebano, A., et al. (2020). Migrants’ and refugees’ health status and healthcare in Europe: A scoping literature review. BMC Public Health.
- Harrison, M. (2023). Speech therapy leaves too many Black voices silent.
Neurodiversity and Education
- Baumer, N., & Frueh, J. (2021). What is Neurodiversity? Harvard Health Publishing.
- Milton, D. (2012). On the ontological status of autism: The “double empathy problem”. Disability & Society.
- McCain, H. (2017). Medical Model of Disability versus Social Model of Disability.
- Morgan, J. (2023). Exploring women’s experiences of diagnosis of ADHD in adulthood: A qualitative study. Advances in Mental Health.
Anti-Racism and Representation
- Britt Hawthorne (2023). Why We Say “People of the Global Majority”.
- Campbell-Stephens, R. (2020). Global Majority: Decolonizing the language and reframing the conversation about race.
- Parker, A. (2020). If you’re serious about anti-racism, stop using “BAME”. The Independent.
- Tanne, J.H. (2022). White male authors still dominate top academic medical publishing. BMJ.
Lim, D. (2020). I’m Embracing the Term ‘People of the Global Majority’. [online] Medium.
terminology
- ACAS (2025). Making your organisation neuroinclusive – Neurodiversity at work – Acas. [online] Acas.
- Ginsburg, J. (2023). The Problem with Neuronormativity: Challenging the Dominant Narrative. [online] Jessie Ginsburg SLP.
- Marks, H. (2024). What is neurodiversity?
- Meadows, J. (2021). You’re Using the Word Neurodiversity Wrong. [online] Medium.
- Shah, P.J., Boilson, M., Rutherford, M., Prior, S., Johnston, L., Maciver, D. and Forsyth, K. (2022). Neurodevelopmental disorders and neurodiversity: definition of terms from Scotland’s National Autism Implementation Team. The British Journal of Psychiatry.
cultural competency
- Constantinou, C.S., Andreou, P., Nikitara, M. and Papageorgiou, A. (2022). Cultural Competence in Healthcare and Healthcare Education. Societies.