An introduction to neurodiversity

The term neurodiversity describes the uniqueness in the way each individual person experiences and interacts with the world. It refers to the diversity of all people, but it's often associated with neurological and developmental conditions, such as autism, ADHD and dyslexia.

The diagnostic term for the different diagnoses is 'neurodevelopmental disorders', however we favour use of the terms 'neurodiverse' and 'neurodiversity'.

Neurodiversity is the result of each individual person's brain being unique, and how they process information may differ. Whilst neurodiverse conditions are life-long, they are spectrum disorders, so may not become obvious to us until later in life. For example, a life change such as becoming a parent, taking on a new role at work, or menopause.

There are a number of different types of neurodevelopmental conditions, including:

ASD describes the patterns of different ways people relate to others and their environment.

Someone with ASD may have different ways of developing, maintaining and understanding relationships, may favour clear expectations, and prefers if others are the focus of attention in group settings, for example:

The prevalence of ASD is more than 1 in 100 in the UK.

Attention Deficit Hyperactivity Disorder (ADHD) refers to patterns of energy and focus. People with ADHD can experience difficulties with inattention, hyperactivity or both. For those with difficulties with inattention, they may:

Someone with traits of hyperactivity and impulsivity may:

The prevalence of ADHD in the UK is 3–4 in 100 among adults.

SCD refers to differences in verbal and non-verbal communication. Someone with SCD may:

Dyslexia, dyscalculia and other learning difficulties describe the differences in how information is learned and processed. People with learning difficulties may:

The prevalence of dyslexia in the UK is 1 in 10, and dyscalculia is approximately 1 in 20.

TS describes patterns of involuntary and repetitive movements, sounds or twitches. People with TS may:

The prevalence of Tourette Syndrome in the UK is 1 in 100.

It is widely documented that more men than women are diagnosed as neurodiverse (for example, male to female ratio is 3:1 in autism and 4:1 in ADHD).

There are a number of theories as to why there is a gender difference, including that girls and women may be better at camouflaging or masking their neurodiverse traits. We must therefore remain mindful that whilst symptoms of neurodiversity may not be immediately obvious to others, the impact on the individual can be significant.

We must acknowledge that stigma regarding a neurodiverse diagnosis may prevent people from seeking a diagnosis. The choice belongs to the individual seeking it. However, the benefits of getting a diagnosis can include:

Assessments for neurodevelopmental disorders (NDD) differ depending on the type of symptoms the person is experiencing. For example, an assessment for adult ASD is different to that for adult ADHD. Each assessment will involve a range of different tasks, activities or meetings with professionals who have expertise in neurodivergent conditions.

Assessments should follow best practice and National Institute for Health Care and Excellence (NICE) guidance and are sometimes multidisciplinary, which means they involve clinicians of more than one profession (for example, a clinical psychologist and speech and language therapist).

Below are some examples of things you might expect in an assessment:

If you're wondering if you or someone you know could be neurodivergent and want to know for sure, consider having an assessment and seek advice from your GP or another health professional. If you already know and need some guidance or support, you may want to seek out support in the form of ASD/ADHD coaching or psychological therapy.