In this article we are introducing the basics of understanding neurodiversity. If you would like to hear our conversation on this instead of reading it, you can listen to the podcast here. Listen in here.
Neurodiversity is a topic that is becoming increasingly prominent in our cultural conversations, our workplaces, and, naturally, within the coaching room. It is a subject that is often misunderstood, and deeply emotive.
On our Transformational Coaching Diploma, we’ve seen firsthand how vital it is to create an environment that honours cognitive differences. By keeping training groups small—typically around nine people and employing a blended learning approach that utilises text, audio, and video, we create inclusive spaces that allow different types of minds to engage deeply with the material.
But to truly support our clients and colleagues, we must start with the basics. We need to ensure we are using the right language. In this article, we are going back to the foundational definitions to explore what neurodiversity really means, what it doesn’t mean, and how we can best hold space for neurodivergent clients in the coaching room.
Getting the Terms Right: Neurodiversity vs. Neurodivergence
One of the most common mistakes made in both everyday conversation and professional settings, even by highly trained psychologists and educators is using the terms “neurodiversity” and “neurodivergent” interchangeably. They do not mean the same thing, and understanding the distinction is crucial for inclusive coaching.
What is Neurodiversity?
To put it simply, neurodiversity is a biological fact. It describes the natural variation in human brains and nervous systems. In the exact same way that biodiversity describes the essential and natural variety of all biological life on Earth, neurodiversity describes the incredible, natural diversity of all human minds.
It encompasses how people process information, how they pay attention, how they communicate, and how they make sense of their environments.
Because neurodiversity refers to the collective variation of the human species, an individual cannot be neurodiverse. This is perhaps the most frequent error people make (e.g., saying “I am neurodiverse”). Only a group of people can be diverse. Neurodiversity includes every single human being on the planet.
The term itself is surprisingly recent. It was coined in the late 1990s (around 1997 or 1998). Its origins are often attributed to Judy Singer, an Australian sociologist who wrote about it in her thesis while reflecting on her autistic family members, and Harvey Blume, a journalist who used the phrase in an article for The Atlantic around the exact same time. While there is still some debate and contention within advocacy communities about exactly who birthed the term, its late-90s origin highlights just how new our societal framework for discussing cognitive differences truly is.
The Broad Umbrella of Neurodivergence
If neurodiversity encompasses all of us, what do we call someone whose neurological functioning differs from what society expects?
The term for this is neurodivergent. Coined in 2001 by Kassiane Asasumasu, a neurodivergent advocate, the word was created to describe individuals whose neurological makeup diverges significantly from the “neuromajority” (often referred to as neurotypical). Asasumasu wanted a broad, inclusive term that pushed back against the idea that anyone who wasn’t autistic was automatically neurotypical.
Basically, if someone’s brain works in a way that diverges from the dominant societal norms, they are neurodivergent.
Another common misconception is that “neurodivergent” is simply a polite euphemism for “autistic.” While the terminology certainly has its roots in autism advocacy, neurodivergence is a much broader umbrella.
It is not a medical diagnosis in and of itself. You cannot go to a doctor and be diagnosed with “neurodivergence.” Rather, it is an identity and a descriptor that encompasses a wide variety of both innate conditions and acquired differences.
Some of the most commonly recognized neurodivergencies include:
- Autism Spectrum (ASD)
- ADHD (Attention Deficit Hyperactivity Disorder)
- Dyslexia (differences in reading and language processing)
- Dyspraxia (differences in physical coordination and movement)
- Dyscalculia (differences in understanding numbers and mathematics)
- Dysgraphia (differences in writing)
- Tourette’s Syndrome
- Sensory Processing Differences
It also includes acquired neurodivergence, such as the cognitive changes resulting from a traumatic brain injury or epilepsy. Anyone whose brain diverges from the neuromajority falls under this umbrella.
It is also worth noting the shifting landscape of these diagnoses. For instance, according to the National Autistic Society, around 1% of the UK population is autistic (roughly 700,000 people). However, that number is now being dwarfed by ADHD diagnoses, which are estimated to impact around 3.5% of the UK population (over 2.25 million people).
Even within these specific labels, there is massive individual variation. Historically, people differentiated between ADD (Attention Deficit Disorder) and ADHD (Attention deficit Hyperactivity Disorder). Today, ADHD is a blanket term that covers three distinct presentations: predominantly inattentive, predominantly hyperactive/impulsive, and the combined type.
This incredible variety brings us to the most important point for coaches: a label tells you very little about the person sitting in front of you.
Navigating Neurodivergence in the Coaching Room
When a client steps into the coaching room and shares that they are neurodivergent, whether they offer a specific clinical diagnosis like ADHD, or simply self-identify as neurodivergent, they are handing you a vital piece of information. They are telling you something deeply important about how they experience life.
So, how do we coach someone who is neurodivergent? The answer is both simple and profoundly nuanced: we coach the individual, not the label.
1. Avoid Assumptions and Value Judgments
The biggest mistake a coach can make is to hear a label like “dyslexia” or “autism” and immediately make assumptions about the client’s capabilities, struggles, or preferred working styles. Because every neurodivergent person’s experience is entirely unique to them, assuming you know what their diagnosis means for their daily life is a disservice to their reality.
2. Practice “Clean Language”
People can feel incredibly strong about the language used to describe their identity. Some clients prefer identity-first language (“I am an autistic person”), while others prefer person-first language (“I am a person with autism”). Some may proudly declare they are neurodivergent; others may never use the word at all.
As coaches, our job is to listen closely to the terminology our clients use to describe themselves and mirror it back to them. Follow their lead. Do not correct their self-identification, and do not force labels upon them that they have not claimed for themselves.
3. Dig Deeper with Curiosity
If a client says, “I have ADHD,” it is not enough for a coach to simply nod and move on. Because ADHD has so many different presentations, leaving the statement unexplored leaves valuable data on the table.
We must stay endlessly curious. The coaching space is the perfect environment to explore what their unique neurodivergence looks like in practice. Here are a few powerful areas to explore:
- “How do you uniquely experience the world?”
- “When you are at your best, what does your environment look like?”
- “What specific things help you to thrive?”
- “What particular tasks or situations require the most energy from you?”
- “What supports, systems, or boundaries can you build into your life to help you succeed?”
Even if a client does not have a formal diagnosis but simply feels they operate differently from the norm, the coaching room provides a non-judgmental, psychologically safe space to explore those feelings without the need to pathologise them.
The Power of Intentional Language
Understanding the difference between neurodiversity (the beautiful, biological variation of all human minds) and neurodivergence (the individual experience of differing from the neuromajority) is more than an exercise in semantics. It is about respect.
When we use these terms interchangeably, or when we use them incorrectly, we inadvertently flatten the diverse experiences of our clients. We will all inevitably make mistakes as our understanding of these concepts continues to evolve. However, if we strive to get it right, if we approach our clients with an inclusive, accepting, and deeply curious mindset, we will do good work.
By looking beyond the labels and focusing on the unique, individual human experience, we help our clients to build lives and careers that truly work for them.
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