Neurodiversity and Neurodivergence

This Q&A is meant to help families, caregivers, and teachers of young children better understand neurodiversity and some related concepts. 

It’s important to note that some people feel these terms carry negative judgments about people whose brains are not typical. Others see the concepts as nonjudgmental: “My brain isn’t typical, but it makes me who I am. It’s part my individuality. I do face some challenges, but I’m not ‘less than’ other people, in any way.” That is the perspective of this Q&A. 

What is neurodiversity?

Neurodiversity is a concept that recognizes the spectrum of brain development and neurological traits. It’s not a medical term, but people in many professions, including teaching, find it useful.

Most adults know the brain has a central role in behavior, learning, and emotional and mental health. However, how the brain develops and works isn’t widely understood. In general, human brains look similar and work in similar ways. They all process information from the environment. They all enable us to make sense of the world, to express ideas and feelings, to solve problems, and to create communities and societies. 

There’s not just one natural way for a brain to develop and do what life requires. Researchers describe wide variation in brain development and functioning. In any classroom or family, it’s easy to see significant differences in how people learn, think, and behave. Our society itself is neurodiverse.

Though societies are neurodiverse, their systems and environments tend to be designed for the neurotypical majority. Therefore, people whose brains do not function typically often find that society isn’t always a good fit for them, but they are expected to adapt. 

What is neurodivergence?

The concept of neurodivergence applies to individuals, rather than to groups. It’s a way of framing how brain development and function differ, or diverge, from what’s considered the typical path. 

Neurotypical (sometimes abbreviated NT) is a label for individuals whose brain functioning aligns with what society tends to expect of people. 

A person may be considered neurodivergent (or ND) if their brain functions in such a way that their behaviors, speech, social interactions, or ways of learning don’t match what society considers the norm. 

An ND person might have exceptional abilities or challenges in any of those areas. Challenges and high abilities can co-exist in the same person. For example, some people with dyslexia (difficulty processing written language) seem to be exceptionally good at visualizing and solving problems in three dimensions. 

What is the neurodiversity movement?

Until recently, people who weren’t neurologically typical were usually seen as being deficient. The goal was to intervene to correct their problems and bring them as close as possible to typical functioning. This meant they were viewed mainly as problems. That is changing as people with neurological differences began to advocate for themselves. 

The neurodiversity movement asserts that perspectives and experiences of ND people are as valid as those of neurotypical people, and that all people can benefit from a society that is more inclusive of them. 

For example, interacting with each other can be challenging for ND and NT people. This has been framed largely as a deficiency on the part of ND persons. In fact, the problem is mutual. Both NT and ND individuals struggle to read each other’s emotions during interactions. This is sometimes called the “double empathy problem.” The mismatch comes from different ways of experiencing the world, and different communication styles, not some deficiency on the part of the ND persons. 

The neurodiversity movement does not appeal to all ND people. In fact, there is strong disagreement about its goals and usefulness. A fuller discussion is not possible here. We mention it because it emphasizes the full humanity of neurodivergent people. 

What might suggest that a child is neurodivergent?

Though people admire those abilities, children who have them often find that schools are not prepared to support them. One famous example is Albert Einstein, who did not fit well with school, though his mind was extraordinary.

A developmental screening is a good idea when parents, teachers, or other adult observers note behaviors that suggest some form of neurodivergence. Screenings are a step toward getting the child the resources they need. 

Some neurodivergent conditions are associated with physical problems such as vision or hearing loss, frequent headaches, or digestive problems. For example, children with fetal alcohol syndrome are more likely than NT peers to have heart defects. Some conditions are associated with emotional and mental health issues that are not technically part of those conditions. For example, many people on the autism spectrum experience anxiety, although anxiety is not considered a feature of autism. They may benefit from psychotherapy, anxiety-reduction strategies, and anti-anxiety medication. 

A few neurodivergent conditions present with differences in physical appearance. Children with fetal alcohol syndrome, for example, have characteristic facial features. In general, though, it’s not possible to tell by looking at a child if they are neurodivergent. 

Can neurodivergence be cured?

Neuroscientists and neurodiversity advocates generally agree that neurodivergence isn’t a mental or physical illness. There are no cures, in the sense of making the condition go away. 

Different parts of the developing brain may be affected, and at different times during fetal development. By the time a child is born, their brain has gone through many changes and is already on a path that will define future development. At present, it appears that nothing can alter the biological effects of such factors as genetic makeup, prenatal exposure to toxins, or poor prenatal nutrition. 

Fortunately, neurodiversity advocates assert that ND children can thrive. 

How can ND children thrive?

Neurodiversity advocates emphasize that ND children can recognize, celebrate, and build on their strengths, and learn how to meet challenges. It helps to have people in their lives who treat them with respect, understand their needs, and accept that they need to make decisions for themselves. They may need support to uncover what thriving looks and feels like for them.

Some ND college students report that they were often told they would never keep a job, go to college, or live independently. The right supports have enabled them to defy expectations. 

It’s not helpful to deny how challenging neurodivergence can be for ND people and for their families. Exhaustion, anxiety, and frustration are common feelings. They can benefit from learning to recognize those feelings, and to be patient with themselves as they manage difficult situations.

ND traits that present as problems in some situations may be useful in others. Someone with ADHD, for example, might harness their tendency to focus closely and their high energy in order to finish a complex, time-consuming task.