Neurotypical vs. Neurodivergent Experiences: Understanding Neurodiversity

Neurodivergence is a term coming into increasingly popular use—but what does it mean? With a growing number of people identifying as neurodivergent, it’s important to understand what neurodivergence is, how neurodiversity adds value to our institutions and communities, and the challenges a neurodivergent person often experiences in a neurotypical world.

Neurotypical refers to individuals whose cognitive processing is similar to that of most of their peers. Neurotypical people tend to reach developmental milestones at the expected points in their lives and have generally strong executive functioning skills such as working memory, time management, and initiating and shifting tasks.

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Neurodivergent refers to individuals whose brains work differently than what is considered typical for their age group. Neurodivergence is not a medical term, but is often used as an umbrella term to describe neurodevelopmental disabilities like autism and ADHD; learning disabilities like dyslexia; and intellectual disabilities like Down’s syndrome. Some people with mental health conditions such as bipolar disorder, anxiety, and OCD may also identify as neurodivergent. It’s estimated that 15-20% of people globally are neurodivergent.

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While the neurodivergent community is a diverse one, neurodivergent people all share a way of engaging with the world that is considered atypical. Because of our diverse sensory experiences and modes of cognitive processing, neurodivergent individuals see and understand their environments differently. We process new information in unique ways. Many of us notice different things than neurotypicals, and have unique insights and perspectives.

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Overall, across the neurodivergent umbrella, qualities like sensory, communication, motor, emotional, and cognitive differences tend to be common. Specific attributes, however, vary person-to-person based on their diagnoses and unique lived experiences.

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Autism spectrum disorder is a disability commonly associated with the term neurodivergence. Some key differences autistic individuals show from neurotypical people are differences in social interaction and communication, as well as sensory, learning, and cognitive processing differences. This is far from a comprehensive list—the autism spectrum itself encompasses an incredibly diverse group with a wide range of behaviors, experiences, and support needs.

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For many, neurodivergent also connotes ADHD, or attention-deficit/hyperactivity disorder. ADHDers experience differences with executive function skills like memory and time management, and are inclined to pursue spontaneity and novelty. ADHD can entail both difficulty focusing as well as hyperfixation and a great allocation of energy to subjects and activities of interest. As with autism spectrum disorder, ADHD can entail a variety of traits and experiences, and looks different across ADHDers.

The term neurodiversity describes the wide variety of neurotypes, both neurodivergent and neurotypical, that make up our world. It’s a way of referring to the many different ways that people think and interact with the world, without othering neurodivergent people. Rather than defining neurodivergent individuals in opposition to neurotypical individuals, a neurodiversity framework equally recognizes the validity and value of all neurotypes.

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A neurodiversity framework understands neurodivergence as not just a neutral reality, but an asset. The neurodiversity movement recognizes and celebrates the unique strengths that neurodivergent individuals present. It embraces the social model of disability, understanding the challenges neurodivergent people confront not as inherent difficulties, but as the result of navigating a world that was not designed to accommodate neurodiversity.

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For neurotypical individuals, it can be easy to miss the many ways in which neurodivergent people are not considered in the standards and norms of our institutions, social groups, and public spaces. Yet countless facets of our daily lives present challenges to neurodivergent individuals: fluorescent lights in most ceilings; standardized tests in schools that reward top-down thinking; no crowd control measures in high-traffic areas like large subway stations;  in-office visits as the standard of medical care; social norms that discourage literal communication styles—to name only a few.

Understanding the challenges neurodivergent individuals face at large is necessary to advance inclusion and support neurodiversity. These go beyond schooling and the workplace, and even beyond the daily challenges of navigating a world designed for neurotypical people.

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The unique perspectives and approaches that neurodivergent people possess can be a great asset, but often contribute to many of us feeling misunderstood by the neurotypical majority. This is especially true because of the stigma we experience. We feel misunderstood because we live in a world that not only misconstrues our fundamental nature, but, by and large, condemns it for not conforming to neurotypical expectations.

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Stigma presents in many environments—not only schools and workplaces, but in social groups and contexts, and even at the level of institutional and public policy. One consequence of confronting stigma regularly is a disproportionate rate of mental health challenges such as anxiety and depression in neurodivergent individuals.

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Some people identify as neurodivergent on account of their mental health disorder, but even those who self-identify as neurodivergent because of other conditions  often have a co-occurring mental health diagnosis. A 2024 study of intake data from almost 7,000 mental health patients illustrates this trend, showing that regardless of mental health diagnoses, neurodivergent patients reported notably worse mental health symptoms at intake than neurotypical patients. In a small 2023 study of neurodivergent emerging adults, defined as 18 to 30 years old, only 3% were determined to have positive mental health.

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Worse mental health outcomes among neurodivergent people are a daily hardship, and bring additional challenges. Traditional medical settings can be distressing for neurodivergent people, especially autistic individuals, who may struggle with determining which symptoms warrant a medical visit, scheduling appointments over the phone, transiting to doctor’s offices and navigating busy hospitals, uncertainty and sensory distress in the waiting room environment, and challenges describing symptoms and communicating with their care team. However, autistic people receive mental health services almost 12 times more than neurotypical individuals do. Autistic individuals are also hospitalized for psychiatric care 10 times as often as neurotypical people. Of greatest concern, 66% of late-diagnosed autistic adults had experienced suicidal ideation, and 35% had made a suicide plan or attempt.

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Neurodivergent people also experience overall worse health outcomes than neurotypical individuals, and our resulting medical care needs have financial consequences. Many physical health conditions co-occur with autism, and autistic individuals experience more persistent physical ailments than neurotypical people. ADHD is also associated with higher rates of co-occurring physical conditions. These co-occurrences require more interaction with the medical system, and create financial burdens for neurodivergent individuals. A UK study found ADHD adults spend over seven times more than neurotypical adults on mental and physical health care combined. Autistic adults’ annual emergency room usage is billed at about $16,000 compared to around $2,600 for non-autistic adults, likely in part because of difficulty autistic individuals report accessing primary care.

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Creating a neuroinclusive environment in higher education

Neurodiversity is an important consideration in all environments, but especially in educational spaces. Neurodivergent people can experience differences in communication as well as information and sensory processing that aren’t accommodated in traditional learning environments.

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Traditional educational settings require students to sit still and maintain singular focus for long stretches of time, especially during lectures. Neurodivergent students with auditory processing differences also struggle with the dominance of verbal instruction and communication in classrooms. Further, traditional written exams can be challenging for neurodivergent students, who often struggle with executive functioning or have different cognitive processing styles. Students with learning disabilities like dyslexia and dysgraphia also often struggle with reading and writing assignments in the absence of accessible alternatives like audio texts and devices to type on. 

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Neurodivergent advocates and educators have written at length about how administrators, educators, and policymakers can create more inclusive learning environments. There is a great deal to discuss, and this topic isn’t done justice by brevity; the following are only a few approaches and adjustments that can make a difference in creating more inclusive educational spaces.

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Educators can support neurodivergent students by presenting information multiple different ways, and offering varied options for students to engage with the curricular material. Additionally, educators can consider offering varied types of assignments that allow students to demonstrate their learning in ways that exercise their unique strengths. They should also consider breaks during long lectures and sensory adjustments like changing harsh overhead lights.

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Creating a neuroinclusive environment in the workplace

Neurodiversity also exists throughout the workforce, and traditional workplaces comprise another environment that is routinely inaccessible to neurodivergent individuals. Like in classrooms, rigid structures and behavioral expectations are standard across many work environments. Workplace communication, particularly in office and corporate environments, also comes with its own set of norms, which many neurodivergent individuals find opaque, particularly autistic individuals who have more literal communication styles.

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These obstacles can make achieving job success an arduous fight for neurodivergent workers. Struggling to conform to social expectations and meet the demands of an otherwise already challenging environment can lead to neurodivergent employees being perceived as less capable. Neurodivergent individuals might receive poorer performance evaluations than their neurotypical colleagues, and face resulting barriers to advancement in their careers.

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Many neurodivergent workers struggle to access the reasonable accommodations to which we are legally entitled—whether that’s because we’re trying to avoid disclosing the nature of our disabilities to our employers, or because we fear the accommodations we need won’t be available to us, or even because we don’t know what supports to ask for in the first place. Though it is an illegal form of discrimination, many of us also fear job action on the basis of our disabilities.

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Workplaces can become more inclusive of neurodivergent employees by setting and implementing clear, standard expectations for communication pathways and workflows. Workplaces can also enact measures that accommodate sensory processing diversity, such as replacing bright fluorescent lights, providing employees with quiet places to take breaks, and offering varied seating options like medicine balls or standing desks.

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While informational staff trainings alone often fall short of creating the change they seek to promote, they are an important step to address gaps in access and support for neurodivergent workers. Awareness of the unique strengths, challenges, and needs of neurodivergent people is still limited across neurotypical populations, and is a prerequisite to creating more inclusive and understanding environments.

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As with educational design, expanding neuro inclusivity in work settings  is a significant topic to tackle. These are only a few recommendations of many that employers, managers, and leaders should consider to support neurodivergent employees.

Understanding the differences between neurodivergent and neurotypical experiences can open the door to dispeling stigma and enacting concrete changes towards neuroinclusivity. Including neurodivergent people allows us to bring more of our full selves to the environments and communities we participate in, which not only improves quality of life for neurodivergent individuals, but allows neurodivergent strengths to shine.

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For neurodivergent people, celebrating neurodiversity can look like taking good care of ourselves and embracing what makes us different. Neurodiversity affirming therapists like Prosper Health’s validate the struggles we face from an often-unwelcoming world, and understand our differences as strengths. Therapy can also support us in identifying where we need accommodations, and where we are able to advocate for ourselves to get that support.

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Neurodiversity is a fact of the world we live in, and if we embrace it, we will be rewarded. In fact, embracing neurodiversity is an imperative. The neurodiversity movement shows us how to not only normalize but lift up neurodivergent individuals and our experiences, insights, and strengths. Its principles can guide us towards a future where neuroinclusivity is more of a reality and less of a dream.