This guide explains what neurodivergence means, the difference between key terms such as neurodiversity, neurodivergent and neurotype, and how to use language that is respectful and affirming.
What is neurodivergence?
Neurodivergence describes a brain that processes, learns or experiences the world differently from what is considered ‘typical’. This includes different types of neurodivergence such as autism, ADHD, dyslexia, dyspraxia, dyscalculia, and Tourette’s syndrome, among others.
Neurodivergence is not linked to intelligence, and it is not mental illness. It can bring both strengths and challenges, and it affects everyone differently – even people with the same neurotype can have very different experiences, needs and support requirements.
Neurodiversity, neurodivergent and neurotype: what is the difference?
These terms are often used interchangeably, but they mean different things:
- Neurodiversity – the natural variation in all human brains. Everyone has a brain that works slightly differently, so neurodiversity describes the whole population, not a specific group of people.
- Neurodivergent – describes an individual whose brain works differently from what is considered typical. A person is neurodivergent; a topic or population is not.
- Neurodiverse – describes a group made up of people with different neurotypes. A group of colleagues who include autistic, ADHD and neurotypical people is neurodiverse. An individual cannot be ‘neurodiverse’ on their own – they would be neurodivergent.
- Neurotypical – describes someone whose brain and processing fall within the societal standard of what is considered ‘typical’ or ‘common’.
- Neurotype – a category of mind or way of processing. Autism, ADHD and dyslexia are all examples of different neurotypes. The most common neurotype is neurotypical.
A helpful way to remember this: you can meet a neurodivergent person, but you cannot meet a ‘neurodiverse’ person on their own – diversity describes a group, not an individual.
The neurodiversity paradigm
The neurodiversity paradigm is the idea that there is no single ‘right’ or ‘best’ way for a brain to work. Instead of viewing neurodivergent traits as problems to be fixed, this way of thinking recognises them as part of the natural spectrum of human difference – with their own strengths as well as challenges.
This does not mean that being neurodivergent is always easy. Many neurodivergent people face real and sometimes significant challenges, particularly where the world around them is not set up to support the way they think and process. But framing these challenges as differences, rather than deficits, changes how support is offered and how people are treated.
Using respectful, neuro-affirming language
The words we use shape how we think and feel about a topic and can affect whether someone feels comfortable talking about their own experience. Language in this area is evolving and preferences can vary between individuals and communities – if in doubt, ask the person you’re speaking to what they prefer.
Identity-first language
Most of the neurodivergent community prefer identity-first language (for example, ‘autistic person’ or ‘ADHDer’) over person-first language (‘person with autism’). This reflects that neurodivergence is often seen as a core part of someone’s identity, not a condition that sits separately from who they are. We use identity-first language in our guides unless someone has told us they prefer otherwise.
Common language to use and avoid
| Use this | Avoid this | Why |
| Autistic person / ADHDer | Person with autism / person who has ADHD | Most of the neurodivergent community prefer identity-first language over person-first language. |
| Traits, characteristics | Signs and symptoms | ‘Symptoms’ is a medical term that implies neurodivergence is something to be treated or cured. |
| Differences, strengths and challenges | Deficit, disorder, impairment | These words imply something is wrong or missing, rather than describing a natural difference. |
| Low, medium or high support needs | High/low functioning | Functioning labels say nothing about the support someone actually needs and can mask real challenges. |
| Stimming | Restricted repetitive behaviour | Stimming (repeated movements or sounds) helps people self-regulate. Everyone stims to some degree. |
A few other principles
- Avoid functioning labels such as ‘high functioning’ or ‘low functioning’. These say nothing about the support someone actually needs. ‘High, medium or low support needs’ is more accurate and more useful.
- Avoid deficit-based framing. Terms like ‘suffers from’ or ‘at risk of’ imply that neurodivergence is inherently negative. Many of the difficulties neurodivergent people face come from a lack of understanding or support in the world around them, not from their neurotype itself.
- Avoid the word ‘normal’. Use ‘typical’ and ‘divergent’ instead – there is no single normal way for a brain to work.
- Be careful with ‘superpower’ framing. Describing neurodivergence only as a superpower can downplay the real challenges people experience. Differences bring both strengths and challenges.
Last reviewed: September 2026
Our neurodiversity guides have been reviewed by Jamie Douglas, Associate Director of Response Youth. Jamie has a PGCE in Secondary Education and a Masters in English and Language in Education, with 12 years’ epxerience as a secondary school teacher. He is currently studying for a Masters in Inclusion, with a focus on autistic children. Jamie is autistic himself and is open about his own experience of neurodivergence, bringing valuable lived experience alongside his professional expertise.