Understanding Neurodiversity: What Every Parent and Teacher Should Know

[2025.07.14] 

[Understanding Neurodiversity: What Every Parent and Teacher Should Know] 

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 neurodevelopmental conditions (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. 

REFERENCES:

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