Since the onset of the COVID-19 pandemic, the world has witnessed a marked increase in neurodivergence diagnoses. As the pandemic disrupted everyday life, many individuals found themselves grappling with heightened anxiety and stress. For some, these challenges illuminated underlying differences in cognition, behaviour, or sensory processing that had previously gone unrecognised. Remote work, reduced social pressures, and opportunities to pause from the relentless pace of pre-pandemic life allowed many to reflect on their experiences and, for the first time, connect their struggles with neurodivergence.
Another significant factor has been the reduction in opportunities for masking. Masking refers to the effort neurodivergent individuals often make to conform to neurotypical expectations, often at great personal cost. As social interactions decreased during lockdowns, the exhaustion associated with masking lessened for many, allowing them to better understand their authentic selves. This shift created a pathway for individuals to seek professional evaluations and ultimately receive diagnoses. Me being one of those people who, at age 42, received my diagnosis of AuDH. For most, it was a major shock, because I did not 'appear' to fit the societal and cultural biases and misconceptions about Autism and ADD. This is something I will explore in another blog.
The rise in diagnosis has also been to the openness of others such as myself online, as well as educational settings and workspaces, removing the mysticism about neurodivergence, allowing others to recognise similarities in themselves, or for some, realise that the challenges or strengths they have might be liked to neurodivergence. Yet, for a lot of the clients I meet, the experience of being 'high masking' and not being believed or recognised as neurodivergent prevails. I personally believe that it is due to factors such as others avoiding recognising it in others due to the discomfort of either recognising patterns within themselves, ableism, cultural and religious beliefs, conscious and/or unconscious minimisation in order to avoid the accountability of mistreating someone who is technically, disabled, and more.
However, for most, it is in part misinformation about what exactly neurodivergence is. So below I will give you a better overview of what comes under the umbrella of neurodivergence.
An Umbrella that seems to place all different ways of thinking, perceiving and being in the world, as different - Neurodivergence.
Firstly, let me help to separate neurodiversity from what most are misunderstanding to be neurodivergence. Neuro-diversity just means a diverse group of brains (neuro)/ways of learning. So in an average group, class, family, there is neurodiversity. Neurodivergence however provides an umbrella for those who are not 'A-Typical' - another subject I will explore another time. I mean just look at how this has been written so far - do you notice that my mind, while here typing, has numerous threads of knowledge, thoughts, conversation pieces, links and placeholders to explore - very me, very neurospicy, very much why I'm the astute Coach and Therapist I am today. I notice everything and easily make links and see the patterns. That may be seen as one of the strengths, for some, who are neurodivergent, depending on how it personally presents within the individual. I say this as a reminder that although there may be some common traits and experiencing, everyone has their own way of being and experiencing that needs to be personally understood and made space for to learn and accept.
Neurodivergence is not a one shoe fits all type of thing.
So, as I hope you are starting to see, the term "neurodivergence" encompasses a wide range of cognitive, emotional, and behavioural differences that diverge from what is considered typical. Below are some of the key conditions and traits that fall under this broad category, each contributing uniquely to the neurodiverse spectrum.
Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder is characterised by differences in social communication, sensory processing, and repetitive behaviours. While autism is often discussed as a singular condition, it is highly diverse, with individuals exhibiting a wide range of abilities and challenges. Key traits may include:
Hyperfocus on specific interests. This being great for studying, creating, researching and deep diving into hobbies.
Sensory sensitivities (e.g., aversion to loud sounds, smells, textures, bright lights etc), often causing overstimulation that may present as irritability, dysregulation, shutdown or avoidance.
Difficulty with conventional social norms or unwritten rules. The discomfort with 'fakeness' and pretending, speaking literally and saying what others may shy away from, and more.
Attention-Deficit/Hyperactivity Disorder (ADHD)
ADHD is a condition marked by challenges with attention regulation, hyperactivity, and impulsivity. People with ADHD often experience:
Difficulty sustaining focus on tasks they find uninteresting.
A propensity for creativity and innovation.
An innate ability to hyperfocus on activities they are passionate about.
ADD is also the same condition, but rather than it being seen as physically hyperactivity, an individual may instead be someone with lots of tabs open in their mind, maybe affecting their ability to prioritise, possible tendency to overthinking, and possible difficulty meeting deadlines and/or switching off.
It is not uncommon for those who are ADD to also have traits of Autism or be Autistic.
Dyslexia
Dyslexia primarily affects reading and writing skills, often making it difficult for individuals to process language in a linear way. However, many individuals with dyslexia excel in:
Visual-spatial reasoning.
Creative problem-solving.
Thinking in multidimensional ways.
Dyscalculia
Dyscalculia involves challenges with understanding numbers and mathematical concepts. For those with dyscalculia, everyday tasks such as budgeting or telling time can be difficult. However, they may demonstrate strengths in:
Pattern recognition.
Artistic or linguistic creativity.
Dysgraphia
Dysgraphia impacts writing abilities, including handwriting, spelling, and organising thoughts on paper. While this can pose challenges in traditional educational or workplace settings, individuals with dysgraphia often thrive in areas that require verbal communication or abstract thinking.
Tourette Syndrome
Tourette Syndrome is characterised by repetitive, involuntary movements or vocalisations known as tics. These tics can be both motor and vocal, ranging from mild to more pronounced. I can still remember the first time I saw someone on television with Tourettes -Pete Bennett in Big Brother, he was so cool, and from what I can vaguely remember all these years later, gave those with not personal experience of someone who has Tourettes, a real person who they could hold affection for. Pete had verbal tics, showing us at home how involuntary they truly are.
Many individuals with Tourette Syndrome demonstrate heightened emotional intelligence and resilience.
Sensory Processing Disorder (SPD)
SPD affects how individuals perceive and respond to sensory stimuli. People with SPD may find certain sounds, textures, or lights overwhelming, while others may seek additional sensory input. This condition often coexists with other forms of neurodivergence.
Intellectual and Developmental Disabilities (IDD)
IDD encompasses conditions that affect intellectual functioning and adaptive behaviours. These can include a wide range of abilities, and individuals with IDD often bring unique perspectives to problem-solving and relationship-building.
Mental Health Conditions
While mental health conditions such as anxiety, depression, and obsessive-compulsive disorder (OCD) are not inherently neurodivergent traits, they often overlap with neurodivergent profiles, particularly in how they influence thinking patterns and behaviours.
Masking: What is it?
Masking refers to the conscious or unconscious effort some neurodivergent individuals make to conform to neurotypical expectations. This might involve consciously and/or unconsciously learning and coping social behaviours, suppressing stims (repetitive movements or behaviours used for self-regulation), or hiding sensory sensitivities. Masking can be a survival mechanism for most, often developed in childhood and integrated into adulthood, presented in environments that are unaccommodating or judgmental.
However, masking often comes with significant costs:
Emotional Costs: Constantly masking/diluting and/or hiding one’s true self can lead to feelings of isolation, frustration, and low self-esteem.
Mental Costs: The cognitive effort required to maintain masking can contribute to burnout, anxiety, and depression. Having to be 'on' and conscious of one's environment takes a lot of energy.
Physical Costs: Suppressing natural behaviours can result in physical tension, fatigue, and in some cases, psychosomatic symptoms.
Creating environments where individuals feel safe to be authentic is vital in reducing the need for masking and its associated harms.
Tips for Supporting Neurodivergent Friends, Family, and Colleagues.
Learn About Neurodivergence: Take the time to educate yourself about different types of neurodivergence to better begin understanding and empathising with the experiences of others. While also, again, understanding that it's not a 'one size fits all'.
Avoid Assumptions: Each individual’s experience is unique. Instead of making assumptions, ask respectful questions about their needs and preferences.
Be Flexible: Neurodivergent individuals may benefit from adjustments, such as flexible work hours, quiet spaces, or alternative communication methods.
Celebrate Strengths: Recognise and appreciate the unique talents and perspectives neurodivergent individuals bring.
Provide Emotional Support: Validate their feelings and create a safe space for them to share their challenges without fear of judgement.
Respect Boundaries: Understand and honour their sensory, social, and emotional boundaries.
Treat the individual just like an individual: No need for slower speech, kid gloves and mollycoddling, just respect their right to be here and work with their individual strengths and areas of support.
Self-Care Techniques for Neurodivergent Individuals
Sensory Regulation: Identify sensory inputs that are calming or energising, such as weighted blankets, noise-cancelling earplugs or headphones, or aromatherapy.
Time Management Tools: Use visual schedules, timers, or apps to manage time and stay organised.
Stimming: Engage in stimming behaviours that bring comfort and regulation, such as fidgeting or repetitive movements.
Safe Spaces: Create a physical or mental safe space for retreat during overwhelming moments.
Mindfulness and Relaxation: Practice mindfulness exercises, such as deep breathing, meditation, or yoga, tailored to individual needs.
Connection: Build a support network of understanding friends, family, or community groups.
Professional Support: Seek therapy, coaching, or occupational therapy to develop personalised strategies for self-care and emotional regulation.
I hope this has been helpful for you in giving an overview into neurodivergence, the things that you can do to be an ally, how you can support yourself as a neuroD individual, and a reminder that the aim is to be together, not the same, similar yet different - a beautiful mindset of acceptance, inclusion, compassion and celebration of difference and diversity.
Sources used:
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Brown, C. (2021). "The Impact of COVID-19 on Neurodivergent Communities." Journal of Social Psychology, 45(3), 345-360.
Clarkson, K. (2020). Understanding Neurodivergence: A Comprehensive Guide. London: Sage Publications.
Smith, J. & Taylor, A. (2022). "Masking in Autism and ADHD: The Costs and Consequences." British Journal of Psychology, 114(2), 123-145.
World Health Organisation. (2021). "Neurodevelopmental Disorders: Definitions and Scope." Available at: https://www.who.int [Accessed 5 January 2025].
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