What Does Neurodiversity Really Mean?
- Garry Anderson
- Jun 22
- 5 min read
You've probably heard the word neurodiversity more and more in recent years. It pops up in conversations about education, mental health, parenting, and even in workplace discussions. But what does it actually mean - and why does it matter?
This blog is here to break things down simply.
No jargon. No overcomplication. Just a clear look at what neurodiversity really is, and why it's an important idea for anyone who supports children and young people - especially those who learn, think, or experience the world a little differently.
Let's start at the beginning.
What Is Neurodiversity?
Neurodiversity is a way of understanding that all brains are different - and that's a good thing.
Instead of seeing differences like ADHD or dyslexia as "disorders" that need to be fixed, the idea of neurodiversity reminds us that these differences are part of natural human variation. Just like people can have different hair colours or heights, people can also have different ways of thinking, learning, feeling, and processing the world around them.
Neurodiversity helps shift our focus away from what someone can't do, and toward how we can support their strengths, needs, and unique ways of thinking.
A Simple Definition
At its core, neurodiversity just means this:
There is no one "right" way for a brain to work.
Some people are fast processors. Others are deep thinkers. Some have strong visual memory. Others might need movement breaks to stay focused. These are all just different - no better or worse.
The word "neurodivergent" is often used to describe people whose brains work differently from what's considered "typical." This includes things like autism, ADHD, dyslexia, and more.
Where the Term Comes From
The term neurodiversity was first coined in the 1990s by Australian sociologist Judy Singer, who is herself autistic. She wanted to create a word that celebrated differences in how people think - without automatically labelling those differences as medical problems.
Since then, the word has become an important part of conversations around inclusion, education, and human rights.
Examples of Neurodivergent Profiles
There are many different ways a brain can be neurodivergent. Some are widely known, like autism or dyslexia. Others, like developmental language disorder or Tourette's, are talked about less - but they're just as important to understand.
Neurodivergent people often have unique strengths and challenges. They might need different types of support in school, at home, or in everyday life. But the key thing to remember this this:
Neurodivergence is not a flaw - it's a difference.
Each of these profiles brings a different way of thinking, learning, and experiencing the world.
Common Types of Neurodivergence
Here are just a few of the more common types of neurodivergence:
Dyslexia | A difference in how the brain processes written language. It can affect reading, spelling, and writing, but often comes with strengths in creativity, problem-solving, and big-picture thinking. |
ADHD (Attention-Deficit Hyperactivity Disorder) | A brain that works best with movement, stimulation, and interest. It can make focus and organisation tricky, but can also mean strong creativity, energy, and quick thinking. |
Autism | A different ay of processing the world, often linked to sensory differences, social communication, and deep interests. Many autistic people also have amazing attention to detail and strong memory for facts or patterns. |
Dyscalculia | A specific difficulty with understanding numbers, patterns, and maths. It's like dyslexia for numbers - but many learners with dyscalculia shine in art, language, or storytelling. |
Developmental Language Disorder (DLD) | A condition that affects how a child understands and uses spoken language. It's not caused by hearing loss or learning disability - it's just a different pattern of language development. |
Tourette's Syndrome | A condition that causes a person to make sudden movements or sounds (called tics). It's neurological, not behavioural, and often comes with strong focus and determination. |
Why Neurodiversity Matters in Education
Understanding neurodiversity isn't just about being kind - it's about building better schools and learning environments for everyone.
When we only design classrooms for one type of learner - the child who can sit still, focus quietly, and follow instructions in order - we leave a lot of children behind. These children aren't "misbehaving" or "underachieving." Their brains simply work differently.
By recognising and supporting neurodiversity, we make learning more accessible, more inclusive, and more empowering for all pupils.
The Mismatch Problem
The problem isn't the child.
The problem is often the environment.
Many children are labelled as difficult, lazy, or inattentive - when what's really happening is a mismatch between how they learn and how they're being taught.
For example:
A child with ADHD might struggle to sit still for long periods - but thrives when learning through movement or hands-on tasks.
A dyslexia pupil might need extra time to process written instructions - but could offer brilliant verbal ideas or creative solutions.
An autistic learner might find noisy classrooms overwhelming - but can show incredible focus in a quiet, structured setting.
These children don't need to be "fixed."
They need their environment and support to fit them.
Seeing Strengths, Not Just Struggles
Too often, neurodivergent pupils are seen through a lens of deficits - what they can't do, or where they fall behind.
But every neurodivergent profile also comes with strengths. Some children are amazing at spotting patterns. Others are highly creative, deeply empathetic, or have excellent memory for facts.
When we only focus on what's "wrong," we miss what's right.
By shifting our mindset to see the whole child, we create learning spaces where everyone can thrive - not just survive.
What Can We Do Differently?
Once we understanding neurodiversity, the big question is: So what do we do about it?
The answer isn't complicated - but it does take a shift in how we think.
We need to move away from trying to "fix" children to fit the system. Instead, we should be asking:
How can we change the system to fit the child?
This means making small, practical changes in classrooms, tutoring sessions, and homes to better support how different brains work. These changes don't need to be expensive or overwhelming - they just need to be thoughtful and flexible.
Support Over Fixing
Neurodivergent children aren't broken.
They don't need to be make more "normal."
What they do need is:
To feel safe and understood
To access learning in a way that works for them
To be seen as capable, even if they learn differently.
Supporting means listening, adapting, and respecting differences. It's about meeting pupils where they are - not where we think they "should" be.
Examples of Inclusive Practice
There are many small ways to make learning more inclusive for neurodivergent pupils.
Here are a few ideas:
Visual Supports | Use pictures, charts, or colour-coded steps to help with understanding and routines. |
Movement Breaks | Let pupils stand, stretch, or fidget without being punished. |
Flexible Seating | Offer choices like wobble stools, floor cushions, or quiet corners. |
Assistive Technology | Use tools like speech-to-text or audiobooks for reading and writing tasks. |
Chunking Tasks | Break work into smaller, manageable steps with checklists or timers. |
Sensory Regulation Tools | Provide ear defenders, calming toys, or access to quiet spaces when needed. |
Most importantly - listen to the child.
They're the expert in their own brain.
Key Takeaway
Neurodiversity isn't something to be fixed - it's something to be understood, supported, and respected.
When we recognise that every brain works differently, we stop asking "What's wrong with this child?" and start asking,
"What does this child need to thrive?"
That shift can change everything - for the learner, the teacher, and the whole classroom.
Final Thoughts
Understanding neurodiversity helps us move beyond labels and see the whole child - their challenges, yes, but also their strengths, passions, and potential.
The more we learn, the more we can create spaces where all learners feel safe, seen, and supported. Whether you're a teacher, tutor, or parent, embracing neurodiversity isn't just helpful - it's essential.
Next week, we'll be diving into dyslexia - and why it's more than just reading trouble.
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