What Does it Mean to be Neurodivergent?
“Neurodivergent” is a term coined by Australian sociologist Judy Singer, describing people whose brains develop differently and work differently(1). Per the Cleveland Clinic, this means that neurodivergent adults’ strengths and challenges are different from those of neurotypical adults. A publication by the University of Massachusetts Office of the President(2) further notes that neurodivergent means that a person’s brain works in a way that is not expected by most people; their behaviors or responses may therefore diverge from what is expected (socially, physically, or verbally). Neurodivergent traits can be innate and lifelong (whether diagnosed or not), or stemming from a neurologically significant event. No two neurodivergent adults are the same, so it is important not to make assumptions about neurodivergent people’s abilities and preferences.
Strengths and Challenges of Neurodivergent Adults
The word neurodivergent can bring to mind challenges and difficulties. These differ from person to person, and may include difficulty managing social situations, dependence on a strict daily routine, and having difficulty functioning in noisy or busy environments. Being a neurodivergent adult does not, however, only relate to challenges that people experience due to their differences, but also to their strengths. Neurodivergent strengths also differ on an individual basis, and may include qualities such as an excellent memory, the ability to conceive of three-dimensional objects easily, the ability to solve complex math problems, special ability in the arts, and the ability to focus intently on a topic of interest.
Diagnoseable Conditions Most Common Among Those who are Neurodivergent:
People can be neurodivergent related to a diagnoseable condition or syndrome. Some of the most common of these are listed below. These conditions are more often diagnosed in childhood than adulthood, but as people learn more about neurodivergent traits, some of these conditions are now being diagnosed in adulthood with a greater frequency than was once the case.
- Attention Deficit Hyperactivity Disorder (Inattentive Presentation, Hyperactive Presentation, or Combined Presentation)
- Autism (including what was previously diagnosed as Asperger’s Syndrome)
- Learning Disorders (Math/ Dyscalculia, Reading/ Dyslexia, and Writing/ Dysgraphia)
- Mental health conditions including Social Anxiety, Bipolar Disorder, Post Traumatic Stress Disorder, Obsessive Compulsive Disorder, and more
- Intellectual Disability
- Genetic syndromes including Prader-Willi Syndrome, DiGeorge Syndrome, Down Syndrome, and Williams Syndrome
Other Qualities That Can Appear Neurodivergent
There are many individual qualities and experiences that can lead people to feel neurodivergent. Some of these are not diagnoseable conditions or syndromes, but nonetheless lead people to process and use information differently, have strengths and challenges that are unexpected, and behave or respond socially, physically, or verbally, unlike the majority of their peers. Some individual qualities that can lead people to appear or feel neurodivergent include (but are not limited to):
- Giftedness (intellectual giftedness, and special abilities in performing and visual arts, for example)
- Shyness/ introversion
- Learning differences
- Cultural and language differences from the mainstream
- Differences in how one was raised (ex: with more or less affection and attention) • Trauma history
When is Diagnosis Helpful?
Given that being (or feeling) neurodivergent can stem from so many sources, when and why should adults consider assessment and diagnosis? First, it’s important to keep in mind that a constellation of symptoms are not diagnosed until and unless they cause the person functional limitations – challenges at home, school, work, and/ or in the community. Functional limitations can be subjective in that one person with a particular set of symptoms may feel they are functioning quite well in all areas of their life, while another with the same set of symptoms absolutely does not. Neurodivergent adults may vary tremendously in how they view their neurodivergent traits, given how they were raised and how much they know about neurodivergent traits. This is one reason working with an expert in assessment is useful. Diagnosis can help neurodivergent adults with low self-esteem and low confidence. It can be incredibly empowering to understand oneself better, not in terms of impairments, but in terms of differences that are normal variations among people. These differences, when understood well, can be accommodated, appreciated, and even prized. Diagnosis can also be helpful when the symptoms in question are causing depression, anxiety, or other conditions that develop in response to the primary diagnosis. Often these secondary conditions are the focus of treatment in neurodivergent adults, but do not respond well to treatment because the primary diagnosis has been missed. According to the Cleveland Clinic article, people who know they are neurodivergent are better able to use this knowledge to adapt than those who do not, and this helps them succeed(3). Finally, diagnosis is helpful when an individual is in need of support. A layperson may not know they are in need of support, but not be aware of resources that are available to them or how to access those resources. Assessment with an expert in identifying neurodivergent traits and conditions can help individuals identify and access the supports they need.
If you believe you may have neurodivergent traits, and you are aged 16 or older, feel free to contact me here regarding assessment: https://amyblackmonphd.com/contact/.