It is sometimes difficult to keep up with the latest terminology when it comes to describing people. You want to be respectful when someone says, “I’m this” or “I’m that.” At the same time, you would really like to understand what the terms mean.
Increasingly the word neurodivergence has been used to describe a range of learning and developmental differences that lead to clinical diagnoses such as autism, ADHD or OCD, as well as learning disabilities such as dyslexia, dyscalculia and dysgraphia. Rather than name a specific diagnosis a person may simply say, “I’m neurodivergent” and leave the rest for others to work out. In a sense this is like raising a flag or handing over a card that implies “Be aware that my approach to the world is different from yours.” It is shorthand for, “I’m different from what you may expect. Give me a chance, some grace or a little patience.”
Neurodivergence refers to the wide variety of learning and developmental differences people use to describe themselves. It is a term that informally unites several diagnoses and neurotypes. This includes autism and autism spectrum disorder (ASD) at all levels, including the experiences once called Asperger’s, as well as attention deficit disorder or ADHD (inattentive and hyperactive) and the older term ADD for the mainly inattentive form. AuDHD is becoming an increasingly common way to describe people who are both autistic and have ADHD. Highly sensitive people or those with sensory processing disorder (SPD) are also called neurodivergent. People with generalized anxiety disorder (GAD) or obsessive-compulsive disorder (OCD) often describe themselves as neurodivergent. Increasingly, in casual conversation the terms neurodivergent and neurodivergence are used for all people whose learning or developmental pathways differ from the most typical ones.
Autism spectrum disorder is currently divided into three levels according to a person’s support needs for living and working independently. A person diagnosed at each level is not necessarily intellectually challenged but may still require additional support to function at capacity. The old labels of high-functioning and low-functioning are imprecise. Each level can include intellectual and developmental components. What matters is that a person at any level benefits from being treated with respect and a bit of patience.
Receiving a diagnosis can feel like receiving a key to a room or like a door slamming shut, depending on how a person looks at it. Many people react in one of these two ways, or sometimes both. When the diagnosis is treated as practical information rather than a judgment, people can begin to understand what helps them be their best selves and what causes stress or difficulty. Dr. Tony Attwood, a globally recognized expert who has worked with people of all ages with autism (or what was previously known as Asperger’s syndrome) for many years, describes people on the spectrum as different, not defective. He explains the diagnosis to children and adults alike by saying, “Congratulations, you have Asperger’s syndrome (or autism spectrum disorder). You’re different. Not mad, not bad, just different. Same as being left-handed in a right-handed world.” They can identify which environments drain them and develop ways to cope with or avoid those situations. They can learn whether medication might help, set up routines that match their actual energy, and find ways of communicating that reduce the constant work of translation. These approaches do not remove the difference, but can make daily life considerably better.
Being neurodivergent can bring advantages. Pattern recognition is often sharp. Deep focus on a subject that holds real interest can produce unusual knowledge. Some people notice details others miss or stay calm in situations that scramble a more typical nervous system. Social interaction may be costly or even painful, yet meaningful conversation remains possible when the environment supports it and some preparation is allowed. Many neurodivergent people are exceptionally good at sustained, focused work.
People on the spectrum often look at life in distinctive ways, which is one reason so much innovation and art exist in the world. Temple Grandin, a well-known autism spokesperson, has said “I am different, not less” and “If you got rid of all the autism genetics, you wouldn’t have science or art.” This is why the world needs all kinds of minds to address the complex problems it faces.
Alex Karp, CEO of Palantir, addressed a related point about work in discussions of the changes brought by AI. “There are basically two ways to know you have a future,” he said. “One, you have some vocational training. Or two, you’re neurodivergent.” He described how the difference in approach can enable people to “be more of an artist, look at things from a different direction, be able to build something unique.” The claim is not a guarantee for every person. It does underline that skills once considered safe may become less so, and that people who are already different and who have developed workarounds may have less to unlearn when new opportunities appear.
A neurodivergent person may speak in a very direct fashion or pursue particular interests in depth. Sometimes this leads others to mistake the style for coldness, rudeness or a lack of interest in people. The reverse can also occur: a neurodivergent person may feel misunderstood when others behave in ways that seem to miss the point. These gaps can close when each side makes an effort to understand the difference in communication rather than assume the worst.
Neurodivergent people do not grow out of the underlying difference. In some cases certain traits may intensify or expand as a person ages. Anxiety and OCD symptoms can decrease with effective treatment and practice, yet they may return under stress. The adult form of any of these conditions looks different from the childhood form, partly because most coping strategies are learned over years. Those strategies are not the same as the fundamental difference disappearing.
People who are neurodivergent can develop practical strategies: noticing when overload is rising and leaving a situation before it worsens, organizing time so important events are not forgotten, or planning what to say in advance for a difficult conversation. Medication and therapy can help with particular characteristics of autism or ADHD. They do not make the person typical in the way a medicine might resolve an illness. They help the individual manage the difference.
When someone you know receives a diagnosis of autism or ADHD, or tells you they are neurodivergent, the useful response is clear: Ask what they need. Treat the information much as you would a physical limitation. A person with a broken leg does not need to be told to work harder at walking. Someone with asthma does not need to be told to work harder at breathing. Find out what help is useful and then offer that. Sometimes the help is simply permission to leave early or to work from home. You can return to the topic later if they wish. If they do not want to discuss it, leave it alone, the same way you would leave any other personal detail alone. Remember, not broken, not weird, just different. Respect and patience go a long way.
Resources for Further Learning
For more information about neurodivergence or any specific developmental or learning difference, the following sources offer reliable starting points.
Understood.org provides clear, practical guidance on ADHD, dyslexia, dyscalculia and other learning and thinking differences. Visit understood.org.
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) offers education, advocacy and support specifically for ADHD. See chadd.org. ADDitude Magazine publishes accessible articles and tools at additudemag.com.
For autism, the Autism Society connects people with local support and information at autismsociety.org. The Autistic Self Advocacy Network focuses on the perspectives and rights of autistic people at autisticadvocacy.org. Temple Grandin’s official site is templegrandin.com. Tony Attwood’s site is tonyattwood.com.au.
The International OCD Foundation offers information and treatment directories at iocdf.org. The Anxiety and Depression Association of America covers generalized anxiety and related concerns at adaa.org. The International Dyslexia Association provides research-based information at dyslexiaida.org. LD Online remains a longstanding collection of articles at ldonline.org.
These organizations maintain updated materials, support networks and referral tools. Local chapters or affiliated groups often exist for more immediate connection.