The term “neurodivergent” covers many, many neurological differences. It is not a synonym for autistic, nor for ADHD. However, it does cover these neurotypes and therefore saying “Joe is neurodivergent” if Joe is autistic is accurate. That doesn’t mean, however, that you are being clear and specifying that Joe is autistic. You could equally be assumed to mean that Joe has depression, or Joe is dyspraxic, etc. “Neurodivergence” or “neurodivergent” have increasingly been used as some sort of supposed euphemism to mean autistic or ADHD. This practice needs to stop for a variety of reasons.
Does it mean we shouldn’t be using “neurodivergent” as an umbrella term, or when referring to autistic or ADHD kids? Not entirely…
What is Neurodivergence?
Neurodivergent, sometimes abbreviated as ND, means having a mind that functions in ways which diverge significantly from the dominant societal standards of “normal.” Neurodivergent is quite a broad term. Neurodivergence (the state of being neurodivergent) can be largely or entirely genetic and innate, or it can be largely or entirely produced by brain-altering experience, or some combination of the two. Autism and dyslexia are examples of innate forms of neurodivergence, while alterations in brain functioning caused by such things as trauma, long-term meditation practice, or heavy usage of psychedelic drugs are examples of forms of neurodivergence produced through experience.
- Dr Nick Walker PhD, Neuroqueer
Why Shouldn’t I Say Neurodivergent to Mean Autistic?
There’s a clear difference between saying “I only love ice cream,” and “I only love chocolate ice cream.” If someone gave the former person a strawberry ice cream and they rejected it, the response would be, “But you said you loved ice cream!”
Using the umbrella term with the intention of communicating something specific is never going to work.
Saying, “My child might find this class difficult because they’re neurodivergent,” is not going to assist the teacher (or the child!) to adapt appropriately and make relevant accommodations. If you mean your child has inattentive ADHD, the teacher can change their approach to engagement, monitor if the child knows what is expected of them, help with time management, etc. But if they apply these strategies alone to a child with a sensory processing disorder, that child is likely still going to be struggling. It is important to be specific about neurodivergencies when discussing needs, support, differences, goals, etc.
Similarly, using neurodivergent to mean “autistic and/or ADHD” ostracises a huge number of people who are also neurodivergent. Allowing society to continue to do this normalises the practice, which increasingly isolates the majority of neurodivergent people.
Focusing neuroaffirming strategies on autistic and ADHD people is not going to help most ND people. Saying a classroom is “Neurodivergence-friendly” because there are fidgets and weighted blankets, doesn’t account for people who process information more slowly than their peers, or who need the lights dimmer, or who have a learning disability.
But You Do It!
And this is why I’m writing this article. I am very aware that it would appear that I use “autistic” and “neurodivergent” interchangeably. Or that I say “neurodivergence” and actually mean “autism and/or ADHD”.
More Than Quirky is often a starting point for families relatively early in their journey into understanding, accepting, and accommodating neurodivergence. Many of my clients are at the “a teacher said he’s showing some traits of autism but I don’t see it…” stage. Some are at the “My daughter has been medicated for ADHD for over a decade, but we’re still really struggling with anger issues and hygiene and I want her to get help before she leaves home” stage. Most sit somewhere in between.
The co-existence of neurodivergencies with each other and with other medical conditions is astounding. There are many theories as to why this is the case. (I dare you to ask and get me started on that hyperfocus-y ramble! Make a coffee first!). Some statistics around this include:
- 50-70% of autistic people are known to be ADHDers. Around 10% of the general population are thought to have ADHD
- Around 5-10% of the general population has a developmental coordination disorder (DCD). Studies indicate almost 90% of ADHDers have DCD
- 1% of the population has epilepsy. 10% of people with Down Syndrome and 20-30% of autistic people are likely to develop epilepsy during their lifetime, and those with Ehlers-Danlos Syndrome, Dyslexia, and many other neurodivergencies have an increased likelihood.
So What’s Your Point?
Generally, neurodivergencies are confirmed/diagnosed based on distress or failure to thrive. Dyslexia is noticed when a child can’t read or spell as expected. Autism is confirmed when a child has meltdowns, doesn’t demonstrate neurotypical social interactions, or is struggling in other ways. Apraxia of speech is noticed when a child can’t speak as intended.
And, unfortunately, it isn’t uncommon for the “loudest” dysregulation to be what medical professionals focus on, and others to not even be acknowledged let alone confirmed.
The number of primary-aged girls who are diagnosed with anxiety when they’re actually AuDHDers… The boys treated for apraxia of speech for a long time before doctors will listen to teacher feedback that they appear to be autistic… The kids whose learning disabilities are dismissed as a result of the lack of attention caused by their ADHD… It’s a bit scary, really.
So when I say “neurodivergent” it’s often to encourage parents to accept the possibility of their child being multiply-neurodivergent – as many, many ND people are – and thus be more aware of other potential neurodivergencies and potential health conditions.
Similarly, there aren’t any firm statistics, for example, regarding the overlap of Mast Cell Activation Syndrome (MCAS) and epilepsy. Yet there are clear statistical links between MCAS and autism, and autism and epilepsy. Largely because of studies conducted / not conducted. If a parent of an epileptic child Googled the likelihood of them having MCAS, they probably would be dissuaded from pursuing it. However if they looked up whether there’s a link between neurodivergence and MCAS, they’d find a lot of information.
Sometimes it’s important for parents to perceive their child as “neurodivergent” rather than only the specific difference that has been named, confirmed, or diagnosed, to ensure they are exposed to greater information. And that’s not even accounting for the unfortunate likelihood of kids and teens being misdiagnosed with the wrong neurodivergence!
When To Use It
If you’re discussing neurodivergence as a general umbrella term (“We need to ensure our neurodivergent students are all well accommodated at the school event.”) that’s a positive. If you’re providing a room with dim lighting, comfy seating, and quiet space, it’s not okay to say it’s for neurodivergent people because there’s nothing there that’s of specific use to an understimulated ADHDer, or a person with Tourette’s, or a person with dyscalculia; that room is for someone with sensory processing sensitivity (SPS), or similar.
When you’re referring to a specific neurodivergence, name it.
If you mean that someone is autistic, say they’re autistic. It’s not a dirty word.
- Dr NIck Walker phd, neuroqueer
When you’re generalising, being accurately inclusive, or encouraging people to look further beyond a specific confirmation or diagnosis, “neurodivergent” is great.
An autistic person is neurodivergent. A neurodivergent person is not necessarily autistic.