What is neurodiversity?

The term neurodiversity gets used — and misused — a lot. But what does it mean, exactly?

Neurodiversity is a concept that goes back many decades. The idea is that differences in how the brain develops aren’t problems that need to be “fixed” or “cured.” They’re just natural variations of the human brain. 

This viewpoint first began in the autism community. But in recent years, it has expanded to include differences like ADHD and dyslexia. 

At the center of it is a simple shift in focus: When it comes to differences, everyone should notice the strengths before the challenges. Neurodiversity as a movement is that same idea, put into action. It’s advocating for a world that’s actually designed to include people whose brains work differently.

Understanding neurodiversity can go a long way toward reducing stigma and building real inclusion — at school, at work, and everywhere in between.

The concept of neurodiversity comes from an Australian sociologist named Judy Singer,opens in a new tab who first coined the term neurodiversity in her college thesis in 1998. She used the term to describe autism as a difference in the brain, rather than as a medical condition that needed to be fixed. Since then, the concept has expanded to include ADHD, dyslexia, and other brain-based differences.

The words neurodiversity and neurodiverse are often misused. Sometimes, people also confuse them with the terms neurodivergent and neurodivergence. While these concepts are all related, they’re not actually the same thing. Here is a clear breakdown of each term’s definition and how to use them in a sentence. 

Neurodiversity works as both a concept and a social causeopens in a new tab — and it matters in both directions.

As a concept, it’s moved research away from asking how to “cure” brain differences, and toward understanding how people actually think and learn. Researchers increasingly treat ADHD, autism, and dyslexia as natural variation rather than as something to correct. There’s still more to learn here, but the reframe alone is changing how support gets designed.

As a movement, neurodiversity pushes for a more inclusive world — one where these differences are met with flexibility and accommodation, not correction. That matters culturally, too. It gives people who are navigating neurodivergence room to find community and advocate for what they need, while helping people build more accessible spaces for everyone.

In classrooms, the neurodiversity movement is shifting the focus to creating spaces that give neurodivergent students the support they need to build on their strengths. 

This movement has been particularly helpful in bridging the gap between parents and teachers. Thanks to IEPs and 504 plans, parents can collaborate with their child’s teacher to help kids get the accommodations they need, such as more time on tests or one-on-one tutoring. The result? Kids stay more engaged in their own education, and more empowered by it.

Workplaces are catching up too, with some offering trainings that cover neurodivergence. Other companies are rethinking hiring altogether. They’re looking for the sharp, creative problem-solving that neurodivergent people can bring to teams. Some workplaces have also started employee resource groups (ERGs) for their neurodivergent employees, giving people a place to find support.

The language around neurodiversity can take some getting used to, especially as the way we talk about it continues to evolve. At its core, the language reflects something we see every day: People think, learn, communicate, and process the world in different ways. Understanding those differences can help us better recognize how neurodivergence shows up in everyday life — and the kinds of support people may need.

Thumbnail image credit: andreswd via Getty Images