Neurodiversity is complex, and there exists many labels and phrases which seek to define the neurodivergent experience. These terms tend to be used interchangeably, but a crucial first step to promoting inclusivity, safety and emotional wellbeing is to be clear on the language we use. Just as language can be used with the best of intentions, and seeks to enhance inclusion, it also has the power to exclude if used negligently…
Language matters because it not only shapes how we view others and/or the world around us, but also how people feel about themselves in the context of their environment. Getting our language “right” is not about “labelling”, it’s about reducing stigma, honouring identity, the right to self-describe and creating environments where everyone feels seen and understood.
- Neurodiversity: A way of describing the concept that all humans have different brains and communicate/function in their own unique and equally valuable ways. This term is used in a similar way as “biodiversity” or “cultural diversity”.
- Neurodivergent: A term used to describe an individual whose brain processes information in communicates in ways which differ from what society considers “typical”. This includes the diagnoses discussed above.
- Neurodiverse: A term applied to a group of people/individuals, used to describe the natural variations (not deficits) in human brain functioning, processing and communication. This definition should not be used to describe one singular person.
- Some common diagnoses that exist under the umbrella of neurodiversity are:
- Autism: A neurodevelopmental condition which is understood to exist on a spectrum, meaning that traits and experiences vary widely between individuals. Diagnostically, autism is typically categorised by differences in social communication/interaction and restricted/repetitive behaviours. Autistic individuals also display many strengths, including highly specialist knowledge/skills, deep focus, creativity and pattern recognition.
- Attention-Deficit-Hyperactivity-Disorder (ADHD): A neurodevelopmental condition which typically presents as differences in attention, impulse control, emotional regulation and physical energy levels (hyperactivity). Those with ADHD can be fantastic hinkers and thrive in fast-paced environments, leading to particular strengths in innovation and problem-solving.
- Dyslexia: A learning difference that primarily impacts reading, de-coding written language and spelling.
- Dysgraphia: A learning difference which impacts fine-motor co-ordination in the context of handwriting skills. Whilst this does not impact verbal skills, difficulties may include that of written accuracy in spelling, grammar and/or punctuation.
- Dyscalculia: Differences in number-related processing skills (e.g., calculation, learning maths-related facts/reasoning).
- Dyspraxia: A developmental difference which impacts the body and brain’s co-ordination skills (i.e., motor skills), including drawing, writing and physical activity.
- Tourette Syndrome: A neurological difference categorised by involuntary movement and/or vocalisation, referred to as “tics”.
- What does the research say?
- The research suggests that language matters, to a statistically significant degree. For example, terms such as “neurodivergent” and “neurodiverse” appear to be perceived as most appropriate, especially with compared with terms that refer to “deficit”, “disorder”, “illness” (Bury et al., 2025; Dwyer et al., 2025). However, nuances were found to exist amongst individuals, which agrees with prior research highlighting a lack of globally/universally accepted preference(s) in discussing and describing autism (Flowers et al., 2023; Keating et al., 2022). Thus, emphasis should be placed on asking individuals for their personal preferred language, as opposed to ascribing labels on their behalf.
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Example References
American Psychiatric Association. (2024). What is autism spectrum disorder? https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder
American Psychiatric Association. (2024). What is specific learning disorder? https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder
Bury, S. M., Dwyer, P., Flower, R. L., Richardson, E., & Spoor, J. R. (2025). Divergent, minority or spicy? Neurodiversity language preference for autistic, ADHD, dyslexic, and autism+ADHD people. https://doi.org/10.31234/osf.io/fr73u_v1
Keating, C. T., Hickman, L., Leung, J., Monk, R., Montgomery, A., Heath, H., & Sowden, S. (2022). Autism-related language preferences of English-speaking individuals across the globe: A mixed methods investigation. Autism Research, 16(2), 406-428. https://doi.org/10.1002/aur.2864
Flowers, J., Dawes, J., McCleary, D., & Marzolf, H. (2023). Words matter: Language preferences in a sample of autistic adults. Neurodiversity, 1. https://doi.org/10.1177/27546330231216548
Dwyer, P., Hersh, L. H., Kapp, S. K., Rivera, S. M., & Gillespie-Lynch, K. (2025). Neurodiversity movement identification and perceived appropriateness of terms used to describe autism. Autism in Adulthood. https://doi.org/10.1089/aut.2024.0297
