Neurodiversity: Understanding and Supporting Every Mind

Neurodiverse describes a group of individuals who represent all types of neurodiversity. An individual cannot be neurodiverse.

An individual who is not neurotypical is neurodivergent.

The term neurodivergent is broad and used to refer to an individual whose brain functions differently than societal standards of “typical.” Neurodivergent is not a diagnosis, but the term is used to describe people whose neurological conditions mean they do not consider themselves to be neurotypical.

People whose brain functions differently than dominant societal norms may be identified with one or more neurodevelopmental conditions. More well known neurodivergent neurotypes are autism and ADHD.

A neurotype refers to the unique way a person’s brain processes information, learns, communicates and interacts with the world. Different neurotypes include autism and ADHD.

Masking is a strategy used by some neurodivergent people, consciously or unconsciously, to appear neurotypical – like a social camouflage. This strategy can help neurodivergent people cope in school, work and social situations, but it can also have negative impacts on their mental health and lead to burnout.

Masking may look like:

• Mimicking or copying other people in social situations to be accepted
• Rehearsing social responses to avoid saying the wrong thing in conversations
• Hiding or minimising special interests
• Developing perfectionistic tendencies like obsessively organising or taking notes and being unable to relax leading up to plans
• Attempting to always appear in control to avoid shame or guilt about internal struggles
• Suppressing stimming behaviours like leg bouncing or swaying as not to disturb others
• Overdoing something or taking on too much responsibility until exhaustion sets in in order to demonstrate capability and reliability

Neurodivergence refers to having a brain that processes information differently than what is considered typical. Generally, people who have a neurodivergence are referred to as “neurodivergent” while those who do not are referred to as “neurotypical.”  

The core differences between neurodivergent and neurotypical individuals lie in how their brains process information, interact with the environment and experience the world. 

This describes people who process information in a way that is considered “standard” or “typical.” Someone who is neurotypical develops brain functions, like social and organizational skills, at similar ways and rates as others.

Neurotypical people are considered to be the majority of the population, meaning most systems for learning and working will often have been set up to meet their needs. For example, if they need a pen and paper to write an essay, the school gives them a pen and paper. If they need a phone to call clients at work, their office provides one.

Adjustments are changes to the environment, communication, or expectations that help neurodivergent people take part fully and comfortably. Places like schools, workplaces and health services were often set up by neurotypical people and may not always meet the needs of neurodivergent people. Professionals and advocacy groups are working to make these spaces more neuro-affirming, but many may require adjustments.

For example, many neurodivergent people have sensory sensitivities, which can make certain clothes feel overwhelming or painful. School or work uniforms can be especially difficult. A stiff collar, a tie, tight waistbands, seams in socks, or rough fabrics may cause real discomfort or distress, making it hard to focus, stay calm, or take part in daily tasks.

Neurodivergent people, ideally with support from their families and services around them, will often have to ask for adjustments to enable them to be at their best.

Some examples include:

• Movement breaks during lectures at school
• Uniform or dress code modifications such as not requiring a tie or button-up shirt
• Providing wiggle seats or fidget toys for students that need to move
• Additional time on exams
• Flexible work arrangements either in start/finish times or remote working
• Assistive technology like speech-to-text software

Stimming is short for “self‑stimulating behaviour.” It means doing the same movement, sound, or action again and again. Many autistic and neurodivergent people stim. It can help someone manage their feelings, deal with sensory input, or use up extra energy.

People may stim to calm themselves, reduce stress, or help focus. Common examples of stimming include rocking back and forth, flapping hands, spinning, tapping fingers, or walking in a pattern such as pacing.

Stimming is a normal and important way many people support their own wellbeing