Understanding Neurodiversity: A Guide to the Language and Terminology

As awareness of neurodevelopmental differences continues to grow, so does the language used to describe them. Terms such as neurodiversity, neurodivergent and neurotypical are now commonly used in schools, workplaces and healthcare settings. However, many people are unsure what these words actually mean or how they differ from one another.

Understanding this terminology can help parents, professionals and individuals have more informed conversations about neurodevelopmental differences and promote a more inclusive understanding of the many ways people's brains work.

What Is Neurodiversity?

Neurodiversity is the idea that there is natural variation in the way human brains develop and function. Just as people differ in height, personality and physical abilities, people also differ in how they think, learn, communicate, process information and experience the world.

The term does not describe an individual person. Instead, it describes the diversity of human brains within society.

A classroom, workplace or community is neurodiverse because it contains people with different ways of thinking and processing information.

Neurodiversity recognises that these differences are a normal part of human variation rather than something that should automatically be viewed as a problem or illness.

What Does Neurodivergent Mean?

A neurodivergent person is someone whose brain functions differently from what is considered typical within the general population.

Neurodivergence is an umbrella term rather than a diagnosis. It simply describes people whose cognitive functioning differs from the majority.

Examples may include people with:

• Attention Deficit Hyperactivity Disorder (ADHD).
• Autism Spectrum Disorder (autism).
• Dyslexia.
• Dyspraxia (Developmental Coordination Disorder).
• Dyscalculia.
• Tourette syndrome.
• Developmental Language Disorder.

Some people also use the term to include acquired neurological differences or certain mental health conditions, although there is ongoing discussion about where the boundaries of neurodivergence should be drawn. Most commonly, the term refers to lifelong neurodevelopmental differences that begin during childhood.

What Does Neurotypical Mean?

Neurotypical refers to individuals whose cognitive development and functioning are broadly consistent with what society considers typical.

Being neurotypical does not mean someone has no difficulties or challenges. It simply means they do not have significant neurodevelopmental differences that affect the way they process information, learn or interact with the world.

Neurotypical is therefore the opposite of neurodivergent, not the opposite of disabled or unwell.

Neurodiversity Versus Neurodivergence

These terms are often confused, but they mean different things.

Neurodiversity refers to the diversity of brains within a group or society.

Neurodivergence refers to an individual whose brain functions differently from the majority.

For example, it would be accurate to say:

• "Our workplace values neurodiversity."
• "She is neurodivergent."

It would not usually be accurate to describe someone as "a neurodiversity."

What Is a Neurodevelopmental Condition?

Neurodevelopmental conditions are conditions that arise because of differences in brain development.

These differences are present from early childhood, although they may not become fully apparent until later in life when demands increase.

Examples include:

• ADHD.
• Autism.
• Dyslexia.
• Dyspraxia.
• Dyscalculia.
• Tic disorders.
• Developmental Language Disorder.

These conditions often continue throughout adulthood, although the way they present may change over time.

Is Neurodivergence a Disorder?

This question generates considerable discussion.

From a medical perspective, conditions such as ADHD and autism remain recognised diagnostic conditions because they can cause significant difficulties in education, employment, relationships and daily functioning.

At the same time, many people view neurodivergence as a difference rather than a defect. They argue that challenges often arise because environments are designed primarily for neurotypical people rather than because there is something inherently wrong with the individual.

Both perspectives have value.

Many neurodivergent people experience genuine impairments that require support, while also recognising the strengths and abilities associated with their neurodevelopmental profile.

The Neurodiversity Paradigm

The neurodiversity paradigm is an approach that recognises neurological differences as part of normal human variation.

Rather than asking, "How do we make this person appear more neurotypical?", the focus shifts towards asking:

• What are this person's strengths?
• What barriers are they experiencing?
• How can the environment be adapted?
• What support will help them thrive?

This approach does not deny that some people experience significant difficulties. Instead, it encourages a balanced understanding that recognises both challenges and strengths.

Identity First and Person First Language

Another area of discussion concerns how people prefer to describe themselves.

Some autistic people prefer identity first language, such as:

• Autistic person.

They view autism as an important part of who they are rather than something separate from their identity.

Others prefer person first language, such as:

• Person with autism.

Similarly, someone may describe themselves as:

• An ADHDer.
• A person with ADHD.

There is no single correct approach. The most respectful practice is to ask individuals how they prefer to be described whenever possible.

Common Terms You May Hear

Masking

The process of hiding or suppressing neurodivergent characteristics in order to appear more neurotypical.

Camouflaging

Closely related to masking, camouflaging involves consciously learning and copying behaviours that help someone fit into social situations.

Executive Functioning

The mental skills involved in planning, organising, remembering information, managing emotions, switching attention and completing tasks.

Sensory Processing

The way the brain receives, organises and responds to sensory information such as sounds, lights, touch, smells and movement.

Hyperfocus

An intense level of concentration on an activity or interest, commonly experienced by many people with ADHD and autism.

Stimming

Self regulating repetitive behaviours such as rocking, hand movements, tapping, humming or using sensory objects. Stimming can help regulate emotions, attention and sensory input.

Monotropism

A theory suggesting that autistic people naturally focus their attention more deeply on fewer interests at any one time. This may help explain intense interests, attention differences and some aspects of sensory overload.

Neuroaffirmative Practice

An approach to support that recognises neurodivergent people should not be expected to hide or eliminate natural differences simply to fit societal expectations. Instead, support focuses on understanding strengths, reducing barriers and promoting wellbeing.

Why Language Matters

The words we use influence how people understand themselves and how others understand them.

For many years, neurodevelopmental conditions were discussed almost entirely in terms of deficits and impairments. While recognising genuine challenges remains important, modern understanding also acknowledges strengths, differences and the role that environments play in either creating or removing barriers.

Using respectful, accurate language helps reduce stigma, encourages earlier identification and supports more meaningful conversations between professionals, families and neurodivergent individuals.

The Neurodiversity Movement

The term neurodiversity emerged during the 1990s as part of a growing movement that challenged traditional views of neurodevelopmental conditions. Rather than seeing differences such as autism, ADHD and dyslexia solely as disorders that needed to be fixed or cured, the neurodiversity movement proposed that differences in the way people's brains develop and function are a natural part of human diversity.

The movement does not suggest that neurodevelopmental conditions cannot cause significant difficulties. Many neurodivergent people experience genuine challenges that affect education, employment, relationships and everyday life. Instead, it argues that many of these difficulties arise because society has traditionally been designed around the needs of neurotypical people, with limited understanding of different ways of thinking, communicating and learning.

The neurodiversity movement has helped shift conversations away from asking, "How can we make this person appear more typical?" towards questions such as:

• How can we remove unnecessary barriers?
• How can schools become more inclusive?
• How can workplaces better support different ways of thinking?
• How can healthcare become more accessible?
• How can we recognise strengths alongside challenges?

This change in thinking has influenced education, healthcare, employment and public policy. Increasingly, organisations are recognising that supporting neurodivergent people is not about lowering expectations, but about providing environments where individuals have an equal opportunity to succeed.

The movement also recognises that neurodivergent people should have a voice in decisions that affect them. Their lived experience has become central to shaping research, clinical practice, education and support services.

This has contributed to the growth of neuroaffirmative practice, which aims to understand and support neurodivergent people rather than encouraging them to hide their differences or continually adapt to environments that do not meet their needs.