In the late 1990s, a sociologist from Australia coined the term “neurodiversity” in recognition that not everybody’s brain develops in the same way. A natural outgrowth of that has been “neurodivergent,” a term initially used by people with autism to describe the ways their brains function differently. It’s been widely adopted as an alternative to “disorder” or “abnormal” and praised as an affirmation of atypical neurologic strengths.
It applies to people with learning or intellectual disabilities, attention deficit hyperactivity disorder, mental illness, and neurodevelopmental disorders such as cerebral palsy and epilepsy, says Max Wiznitzer, MD, FAAN, professor of pediatrics and neurology at Case Western Reserve University School of Medicine in Cleveland, OH. Its counterpart—“neurotypical”—describes people whose brains are considered usual or expected by society.
Neither neurotypical nor neurodivergent is a clinical diagnosis, emphasizes Dr. Wiznitzer. A study published this summer in the Journal of Undergraduate Neuroscience Education says the term “neurodiversity” became popular after a 1993 essay that challenged parents of children with autism to embrace the diagnosis. The authors of the recent study write that the term represents a “movement for equality and equity in the perception and treatment of all peoples regardless of their neurotype. It promotes inclusion and acceptance, advocating for better accessibility and the protection of disabled rights.”
For many people, the idea of being neurodivergent is empowering, says Dr. Wiznitzer. Others may consider it just another label. It’s also a broad term that could apply to almost anyone, says Dr. Wiznitzer. He cites the popular TV series The Big Bang Theory, which followed a quirky group of scientists and their friends, as a prime example of how “neurodivergent” can describe people with different types of conditions. “Sheldon is considered neurodivergent, but so is Raj, so are all the main characters,” he says.
The original intention of the term was to invite people to consider that experiencing, processing, and interacting with the world in different ways is not necessarily a deficit and to recognize that there is no “right” way of thinking, learning, or behaving.
