Neuroaffirming Language: Why the Words We Use Matter

The language we use has the power to shape how people think, feel and understand themselves. For many neurodivergent people, the words used by professionals, employers, educators and even family members can either promote acceptance and understanding or reinforce stigma and misunderstanding.

Neuroaffirming language recognises neurodiversity as a natural part of human variation. Rather than viewing neurodevelopmental differences as something to be fixed or cured, it acknowledges that autistic people, people with ADHD and those with other neurodevelopmental conditions experience the world differently. While these differences can present genuine challenges and disabilities, they also bring unique strengths, perspectives and ways of thinking.

Using neuroaffirming language does not mean ignoring the difficulties someone experiences. Instead, it means describing those difficulties respectfully, accurately and without judgement.

What is neuroaffirming language?

Neuroaffirming language is an approach to communication that respects neurodivergent people and avoids language that implies they are broken, defective or less capable than others.

It focuses on understanding differences rather than deficits and places value on individual experiences, preferences and identities.

The aim is to promote dignity, inclusion and respect while recognising that many challenges arise because environments are not designed to accommodate different ways of thinking, learning and communicating.

Why does language matter?

The words people hear repeatedly can influence how they see themselves.

For many years, neurodevelopmental conditions were often described using negative language, with an emphasis on deficits, impairments and abnormality. While diagnosis remains important and many people experience significant disability, constantly describing someone in terms of what they cannot do can affect confidence, self esteem and identity.

Language also influences how society views neurodivergent people. Respectful language can encourage understanding and inclusion, whereas outdated or judgemental terminology can reinforce stereotypes.

Neuroaffirming words and phrases

Instead of: Suffers from autism or suffers from ADHD

Consider:

• Is autistic.

• Has ADHD.

• Is neurodivergent.

Many people do not describe themselves as "suffering" from their neurodevelopmental condition. While they may experience difficulties, these often arise from a combination of their condition and the environment around them.

Instead of: High functioning or low functioning

Consider:

• Has higher support needs.

• Has lower support needs.

• Requires support with...

• Is currently managing independently in...

Functioning labels can be misleading. Someone who appears highly independent may still struggle significantly with anxiety, sensory overload, executive functioning or burnout.

Support needs can also change over time.

Instead of: Mild autism or severe autism

Consider:

• Has varying support needs.

• Experiences significant support needs in...

• Experiences fewer support needs in...

Autism affects people in many different ways. Describing specific strengths and support needs is often more meaningful than using broad severity labels.

Instead of: Normal people

Consider:

• Neurotypical people.

• People without that condition.

• People with different neurotypes.

Using the word "normal" can unintentionally suggest that neurodivergent people are abnormal.

Instead of: Behaviour problems

Consider:

• Behaviour that communicates distress.

• Behaviour that reflects an unmet need.

• Behaviour that may be influenced by sensory overload, anxiety or communication differences.

Behaviour is often a form of communication. Understanding why it occurs is usually more helpful than simply describing it as problematic.

Instead of: Attention seeking

Consider:

• Seeking connection.

• Seeking support.

• Communicating distress.

• Attempting to have a need recognised.

Many behaviours labelled as attention seeking are attempts to communicate emotional or physical needs.

Instead of: Non compliant

Consider:

• Finds the demand difficult.

• Declined.

• Was unable to engage.

• Required additional support.

The term "non compliant" can imply wilful refusal. In reality, there may be many reasons why someone cannot engage, including anxiety, sensory overload, communication differences or demand avoidance.

Instead of: Challenging behaviour

Consider:

• Behaviour that challenges others.

• Distressed behaviour.

• Behaviour that reflects unmet needs.

• Behaviour requiring support.

This shifts the focus from blaming the individual to understanding what may be contributing to the behaviour.

Instead of: Obsessive interests

Consider:

• Deep interests.

• Focused interests.

• Passionate interests.

• Special interests.

For many autistic people, these interests are an important source of enjoyment, learning and emotional regulation.

Instead of: Fixing deficits

Consider:

• Building strengths.

• Developing skills.

• Providing support.

• Removing barriers.

The aim should not be to change who someone is, but to help them thrive in environments that recognise and accommodate their needs.

Language around autism

Many autistic people prefer identity first language, such as:

• Autistic person.

Others prefer person first language, such as:

• Person with autism.

There is no universally correct choice. The most respectful approach is to use the language preferred by the individual wherever possible.

Language around ADHD

Many people are comfortable describing themselves as:

• A person with ADHD.

Others may say:

• ADHDer.

• Neurodivergent.

Some people also identify strongly with ADHD as part of who they are, while others prefer to separate the diagnosis from their identity.

Again, respecting individual preference is key.

Neuroaffirming practice is about more than language

Although language is important, neuroaffirming practice extends much further.

It includes:

• Listening to lived experience.

• Recognising individual strengths.

• Providing reasonable adjustments.

• Supporting autonomy.

• Working collaboratively.

• Reducing unnecessary barriers.

• Respecting different communication styles.

• Valuing different ways of thinking and learning.

Language should reflect these principles rather than simply replacing one set of words with another.

It is okay to make mistakes

Language evolves over time. Terms that were considered appropriate a decade ago may no longer reflect the preferences of many neurodivergent people today.

Most people do not expect perfection. Being willing to listen, learn and adapt is far more important than worrying about getting every word exactly right.

If someone tells you they prefer different language, thank them, respect their preference and use the words they feel most comfortable with.

Final thoughts

Neuroaffirming language is not about being politically correct. It is about recognising the impact that words can have on identity, self esteem and inclusion. By choosing language that is respectful, accurate and person centred, we can help create environments where neurodivergent people feel understood, valued and supported.

Ultimately, the most neuroaffirming language is the language that respects the individual's own preferences, acknowledges both strengths and challenges, and recognises that everyone deserves to be treated with dignity and respect.