What is neurodiversity and neurodivergence, and how do they relate to autistic people.

A person's autism is unique to them and as such autism needs to be seen as a constellation which shapes people very differently. This means that there are just as many differences as similarities between autistic people. As such, anything written about autism may be true for some but not others. This article outlines ideas linked to Neurodiversity and Neurodivergence.

The meaning of neurodiversity

It can be useful to break down the term Neurodiversity. Let’s start with ‘Diversity’, which means variation and variety. Human diversity (variation) has long been understood. For example, there is variation and similarities in the following aspects:

·         Blood types

·         Height

·         Eye colour

·         Hair type and texture

·         Hair colour

·         Muscle mass and fibre type

·         Skin colour

·         Structure of facial features

·         Size of body parts such as hands, feet and heads

·         Small, yet significant, differences in DNA sequences

It is rightly accepted that these natural variations represent mere differences between people as opposed to being seen as one being better than others.

The term ‘Neuro’ is defined as the nervous system. The nervous system is made up of the brain and spinal cord. The brain and spinal cord (the nervous system) is the command centre of a person as it enables us to pay attention, communicate, remember, get motivated, problem solve and actively think, feel, and sense. The nervous system also oversees the automatic things such as breathing, temperature, heart rate, and digestion. If we put these terms together, neurodiversity means...Nervous System Variation or more specifically natural variety in nervous systems (brains). The term neurodiversity was first used in the 1970s, and has continued to be thought about and added to over the years. Neurodiversity implies that neurologically speaking, all human brains have similarities and areas of difference, so as a species we are neurologically diverse. You can read more about brain differences in the article, ‘The biology of autism’.

Brains are physical things, made up of different types of cells that use different chemical and electrical processes to communicate to one another across the brain. From these cells and the different ways they communicate with each other in response to inputs the central nervous system receives and generates (from our own bodies and from the world around us, a person is then able to sense, feel, think and behave in an almost unlimited amount of ways. Psychology is the term used to describe the ways a person thinks, feels, senses and behaves. As such, neurodiversity really relates to psychological diversity (variation). It is accepted that people are psychologically diverse in what grabs their attention, how they perceive social and sensory experiences, what details they naturally remember, and how they naturally behave. Common examples of variation in psychology between different people include:

• Temperament

• Features of personality

• Processing speed

• Memory abilities

• Language level

• IQ

• Awareness and strength of sensory input

• Concentration and attention

• Problem solving

Another type of variation involves people’s profile of personal strengths and areas that feel harder or less natural. A researcher called Gardener outlined different types of intelligences that show natural variety in people, these are:

• Musical smart (discerning sounds, pitch, tone, rhythm and timbre)

• Body smart (coordinating your mind and body in practical and physical tasks)

• People smart (sensing people’s feelings and motives)

• Word smart (finding the right words to express what you mean)

• Logic smart (quantifying things, noticing patterns and rules, and making hypotheses)

• Nature smart (reading nature and understanding living things)

• Self smart (understanding yourself, what you feel and what you want)

• Picture smart (visualising the world in the your mind’s eye.

Neurodiversity refers to more than just the dictionary definition of the word. It also challenges the idea that there should be one set of expectations, ways of thinking, socialising and behaving that society considers ‘normal’ or ‘best’. To summarise, here are the headlines so far of what Neurodiversity means:

1)      Neurodiversity is a natural and valued form of human diversity.

2)      The idea that there is one ‘normal’, ‘healthy’, or ‘right’ type of brain or mind is fiction and no more valid than the idea that there is one ‘normal’ or ‘right’ ethnicity, gender or culture.

The meaning of neurodivergence

For at least 20 percent of the population, differences in how their brains function can also be understood through a diagnosis such as autism, dyslexia or ADHD to name but just a few. Some people with these differences and diagnoses identify with the idea of neurodivergence. This is a way to describe people who think, learn, sense, perceive and behave in ways that feels markedly different from most non-autistic people in the population. As such, neurodivergent people may find that their experiences of the world do not seem to align with what lots of people they know seem to experience. Perhaps, most importantly is that neurodivergent people are not less than others, instead they make up part of the natural variation in people. Embracing what neurodiversity and neurodivergent people in communities, friendship groups, workplaces and schools can lead to an incredibly rewarding experience for all involved, as different perspectives and perceptions are able to be heard, valued and understood without judgement.

As such, a neurodivergent person should experience no judgement (or shame) about how they perceive the world around them or interact with other people. The impact of communities and people taking on the ideas of neurodiversity is that it allows for and accepts difference, encourages support of difference, and humanises difference. It can also psychologically protect people and groups of people from developing unhelpful beliefs about themselves linked to ideas of being disordered, broken or defective.

Acknowledging and appreciating neurodivergence

When arranging an autism or ADHD assessment for yourself or a family member, there is often a focus placed on what have been the challenges and difficulties faced in daily life. For many people, this can be an important part of their assessment experience, as being heard by understanding professionals can be a relief or incredibly validated and confidence giving. For many, alongside thinking about the challenges they’ve faced, it is important to think about themselves in a way that also acknowledges strengths and natural variations/differences in how they (and their minds) think, feel, and learn. This can be a reassuring and enlightening experience for people. Often it is the thinking about challenges, strengths and differences simultaneously that leads to a person developing a positive view of themselves.

The double empathy problem frames the social challenges often reported by autistic people in new ways. Rather than challenges being due to the autistic person, there is an understanding that when people with different experiences of the world interact with one another, they may struggle to understand one another, to ‘be on the same page’ as them. For example, an autistic person and a non-autistic person may have different conversational styles, or different ways of showing empathy. As such, there is a need for people to take time to learn how each other communicate and do things, providing explanations when needed to develop a mutual understanding and respect for one another.

For many autistic people, they may identify certain styles of thinking and expressing themselves which others may need to learn about. Examples that some people may notice in themselves include: having an ability to concentrate deeply on details or subjects; being able to spot patterns and themes when analysing information; valuing clear and transparent communication; placing importance on ethical principles, such as work ethics and right or wrong; and solving problems in different ways, often taking a different perspective to others.

• Attention to Detail: Demonstrating a strong ability to focus on and notice fine details that others may overlook. This can be especially beneficial in tasks requiring precision, such as sorting, categorizing, or solving puzzles.

  
  

• Strong Memory Skills: Having a remarkable ability to retain and recall information, particularly in areas of personal interest or specific topics. Being able to display excellent rote memory, particularly with facts, dates, or sequences.

  
  

• Advanced Knowledge in Specific Areas: Having a deep knowledge in specific subjects (e.g., math, science, history, or a particular hobby) and showing an exceptional ability to understand and retain complex concepts in those

  
  

• Logical and Analytical Thinking: Excelling in logical reasoning and problem-solving, often approaching situations with a structured and analytical mindset. This strength allows for effective decision-making in well-defined situations.

  
  

• Persistence and Focus on Interests: The client shows incredible persistence and focus, particularly when engaging in activities or subjects that they are passionate about. They can immerse themselves for long periods, demonstrating high levels of concentration.

  
  

• Strong Visual or Artistic Abilities: Having exceptional skills in areas such as drawing, visual arts, or design. Their attention to visual detail and creative thinking often leads to impressive artistic or spatial abilities.

  
  

• Honesty and Integrity: Often being very direct and honest in communication, displaying a high level of integrity. This honesty can be a great strength in relationships and environments where clarity and transparency are valued.

• 
  

• Independent Thinking: Being capable of thinking independently, often showing a unique or unconventional approach to solving problems. They may prefer working alone or coming up with creative, out-of-the-box solutions to challenges.

  
  

• Excellent Routine and Organizational Skills: Thriving on routine and structure, demonstrating strong organizational abilities in both personal and academic tasks. This strength can help maintain consistency and reliability in daily activities.

  
  

• High Sensory Sensitivity in Some Areas: While sensory sensitivities may pose challenges in certain situations, they may also allow an individual to be highly attuned to certain sensory details (e.g., noticing small changes in their environment or distinguishing specific smells, sounds, or textures).

  
  

• Ability to Work Well in Structured Environments: They may excel in structured or predictable environments where clear expectations and routines are in place. This strength supports their ability to focus and succeed in settings that offer a predictable schedule.

  
  

• Kindness and Empathy in Certain Contexts: They may demonstrate genuine kindness, care, and empathy in certain contexts, particularly when they are able to relate to others in a straightforward or familiar way. This can be evident in close relationships or with animals and people they are comfortable with.

The concept of Neurodiversity can be used to challenge the idea that there is a ‘normal’ way of being and that people should strive to fit in by being normal. The idea of normality leads to people feeling ‘othered’ and not belonging, often experienced as prejudice and discrimination and a distinction made between ‘them’ and ‘us’. However, neurodiversity champions inclusion, acceptance and the value that everyone brings to society.

The concept of neurodiversity also invites people to challenge biases that they may have developed about what it is to be autistic. This can be liberating for people as it can reduce the pressures they feel to be “normal” or to be “autistic.” Instead, there is an attitude that develops based on acceptance and appreciating individuals for being themselves.

Diversity within the autistic community and intersectionality.

Diversity is also reported within the autistic community. Whilst there are areas of similarities reported in the experiences of many autistic people, there are also many differences. As such, the commonly used saying is very true, “Once you have met one autistic person, you have met one autistic person!” From the characteristics focused on during clinical assessments to confirm a formal autism diagnosis, there can be six overarching variations of the characteristics not linked to the social side of life, for example:

1.      Interests + Sensory differences

2.      Interests + Differences in adapting to change

3.      Interests + Predictable patterns of movement, speech or behave

4.      Sensory differences + Differences in adapting to change

5.      Sensory differences + Predictable patterns of movement, speech or behave

6.      Differences in adapting to change + Predictable patterns of movement, speech or behave

What’s more, is that within these six overarching characteristics associated with autism, there is significant variety within each of these characteristics, for example within sensory differences, as some autistic may be more sensory seeking, whilst others more sensory defensive (overwhelmed), and others notice their sensory differences fluctuating from one extreme to the other. Variation is also noted in the social styles, insights and preferences reported by autistic people.

Another idea that can be useful for people when understanding and relating to their autistic experience is intersectionality. Intersectionality refers to the interplay between being autistic and other aspects of the person, such as other diagnoses (ADHD for example), cultural, gender, age, sexuality, intellectual level, language use, life opportunities and experiences (including trauma), and religious background. It is useful to consider how these different aspects influence each other and how a person experiences the world around them. This can also help when reading and searching online for matters linked to autism in a way that is more focused to the intersectionality a person has.

The fit between the person and daily life

The ‘golden equation’ has been written about by Beardon (2022) when thinking about life and wellbeing for neurodivergent people. For autistic people, the equation can be written as:

Autism + Their environment = Outcome of their wellbeing

This refers to the ‘fit’ that a person feels between themselves and the life they are currently living. When the fit between the person and their daily life is ‘poor’ or ‘off’, the person is understandably more vulnerable to suffering from stress, burnout, mental health difficulties and generally feeling that life does not feel sustainable as it is currently being lived.

The first part of the golden equation refers to the person learning about their autistic experience. When a person develops a thorough understanding of their autism, they can then advocate for themselves (and others can advocate with them) so that any adjustments, support and accommodations can be made to improve the ‘fit’ they experience in daily life.

The second part of the equation (the environment) relates to the factors the person experiences in daily life around them, for example, the sensory experience at work, the social experience when spending time with loved ones, and the cognitive experience of engaging and completing a range of tasks. Decisions in life can determine where we spend time, who we interact with, and what we do with our time. It is not always possible to have complete control over these decisions and parts of life due to some pressures and demands. However, often it is possible to influence and shape these decisions so that wellbeing can be prioritised.

It is common after an autism assessment for people to make plans to support themselves or loved ones, such as asking, “Should I arrange to see a therapist?” For some, accessing therapy for specific parts of their experience which are distressing and impacting daily life, therapy has been found to be very useful. For others though, it is recommended that the ‘fit’ between them and their daily lives is reviewed so that changes that improve the fit can be made. In the area of work, the Equality Act 2010 states that employers have a legal duty to make reasonable adjustments to ensure neurodivergent employers are not disadvantaged in any way at work. Reasonable adjustments include agreeing changes to working arrangements, work settings, and how colleagues work in collaboration. This is an example of improving the ‘fit’ a neurodivergent person feels in daily life at work, so that stressors are reduced and aspects of wellbeing increased. Other examples of affecting positive change to our ‘environment’ include helping others to understand different communication styles and expressions of emotions, and how best to divide up household tasks to play to each person’s strengths.

Summary

Neurodiversity tells us that, like many other aspects of biology, variation of people’s brains and minds is the norm. Beyond this, neurodiversity calls people and communities to develop a shared understanding and appreciation of the natural variety in people. Finally, neurodiversity encourages people and communities to embrace support and adjustments to ensure that all people feel valued, respected and well in the lives they lead. All people, including neurodivergent people, should have confidence that they are enough and contribute to society in valuable ways. At times, people can doubt themselves, roles and their place in society, ideas about neurodiversity and neurodivergence provides a way to shift mindsets and biases, leaving people free to feel and truly believe their worth for being the person they are.

References

Act, E. (2010). Equality act. The Stationary Office, London.

Beardon, L. (2022). What works for autistic children. Sheldon press.

Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The theory of multiple intelligences. Davis, K., Christodoulou, J., Seider, S., & Gardner, H.(2011). The theory of multiple intelligences. In RJ Sternberg & SB Kaufman (Eds.), Cambridge Handbook of Intelligence, 485-503.

Fletcher-Watson, S., & Happé, F. (2019). Autism: A new introduction to psychological theory and current debate. Routledge.

Milton, D. (2020). Neurodiversity past and present-an introduction to the neurodiversity reader.

Milton, D., Ridout, S., Murray, D., Martin, N., & Mills, R. (2020). The neurodiversity reader: Exploring concepts, lived experiences and implications for practice. Pavilion.

Walker, N., Leza, J., Davies, H., & Rickson, D. Neurodiversity Paradigm: Spotlight on Dr. Nick Walker.