Understanding Neurodiversity: What Every Parent and Teacher Should Know

Neurodiversity

Neurodiversity describes the idea that the way the brain works differs between people. The

term neurodiversity was coined in the 1990s alongside the neurodiversity movement, aiming

to promote awareness, acceptance, and inclusion of people with diverse neurological

profiles.

Differences along a spectrum

Neurodiversity recognises that cognitive differences exist along a spectrum. The term

“spectrum” here emphasizes that there is no single fixed or correct way the brain should

function. It reflects the variation in thinking, learning, and behavior, and most importantly,

stresses that these differences should not be considered as deficits. This perspective moves

us beyond a binary view of individuals as either neurotypical or not.

Although the concept was first popularized by the autism community, it extends beyond ASD

to include various cognitive, sensory, and learning differences, including ADHD, dyslexia,

and dyspraxia. Thus, understanding the concept of neurodiversity begins with recognising

that neurodivergent individuals fall along a spectrum of neurocognitive variation and that

these differences should be appreciated rather than pathologized.

Heterogeneity in neurodivergent individuals

With growing recognition that neurodivergent ways of thinking and behaving are equally

valid, there is also growing recognition of the heterogeneity within each neurodivergent

condition. This heterogeneity refers to the wide variation in symptom presentation and

severity across individuals. While diagnostic criteria (e.g., DSM-5, ICD-11) provide a

framework, it’s important to note that the symptoms (and how those symptoms influence an

individual's daily life) and severity vary between individuals.

For instance, ASD is well-established as a heterogeneous condition with diverse symptom

patterns (Kim et al., 2024). Similarly, the heterogeneity of dyslexia (McArthur et al., 2013)

and ADHD (Luo et al., 2019) is well documented. Therefore, effective support—whether

parental, therapeutic, or educational—must consider the individual’s symptom profile and

how it impacts daily life, rather than relying solely on diagnostic labels.

Co-morbidity of neurodivergent conditions

It’s also important to be aware of the common co-existing conditions among neurodivergent

individuals. After diagnosis (or even before), caregivers and teachers often focus narrowly

on the condition that led to the diagnosis. While this is understandable given that the

diagnostic criteria have been set based on years of academic and practical knowledge, it

may overlook co-existing challenges or the child’s broader needs.

Research shows that neurodivergent individuals are at higher risk for comorbidities such as

anxiety, depression, and sleep disorders, as well as co-existing neurodevelopmentalconditions (e.g., ASD and SLD [Tillmann et al., 2018]; ADHD and SLD [Gnanavel et al.,

2019]). Therefore, it is essential to look beyond the diagnosis and identify any additional

challenges a child may face, ensuring they receive comprehensive and tailored support.

Many caregivers find themselves overwhelmed when their child receives a diagnosis. In this

context, understanding the concepts of neurodiversity, and related concepts including

heterogeneity, and comorbidity is a valuable starting point for gaining deeper insight into the

child’s experiences and seeking appropriate support.

Ref.

Soo Youn Kim, Manisha Udhnani, & Lecavalier, L. (2024). Heterogeneity in autism spectrum disorder explained by social-communicative and restricted repetitive behavior balance subgroups. Research in Autism Spectrum Disorders, 114, 102387–102387. https://doi.org/10.1016/j.rasd.2024.102387 

McArthur, G., Kohnen, S., Larsen, L., Jones, K., Anandakumar, T., Banales, E., & Castles, A. (2013). Getting to grips with the heterogeneity of developmental dyslexia. Cognitive Neuropsychology, 30(1), 1–24. https://doi.org/10.1080/02643294.2013.784192 

Luo, Y., Weibman, D., Halperin, J. M., & Li, X. (2019). A review of heterogeneity in attention deficit/hyperactivity disorder (ADHD). Frontiers in Human Neuroscience, 13(42). https://doi.org/10.3389/fnhum.2019.00042 

Tillmann, J., Ashwood, K., Absoud, M., Bölte, S., Bonnet-Brilhault, F., Buitelaar, J. K., Calderoni, S., Calvo, R., Canal-Bedia, R., Canitano, R., De Bildt, A., Gomot, M., Hoekstra, P. J., Kaale, A., McConachie, H., Murphy, D. G., Narzisi, A., Oosterling, I., Pejovic-Milovancevic, M., & Persico, A. M. (2018). Evaluating Sex and Age Differences in ADI-R and ADOS Scores in a Large European Multi-site Sample of Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(7), 2490–2505. https://doi.org/10.1007/s10803-018-3510-4 

Gnanavel, S., Sharma, P., Kaushal, P., & Hussain, S. (2019). Attention deficit hyperactivity disorder and comorbidity: A review of literature. World Journal of Clinical Cases, 7(17), 2420–2426. https://doi.org/10.12998/wjcc.v7.i17.2420