Put simply, neuro-affirmative language means using vocabulary and terminology that acknowledges, accepts and champions the existence of neurodivergence. It is important not to avoid talking about neurodivergence for fear of ‘getting it wrong’. Instead aim to be open to learning with and from Neurodivergent people about how they prefer to talk about their neurodivergence15.
Neuro-affirmative provision relates to developing everyday processes, working patterns and intervention delivery methods that support and encourage Neurodivergent people to feel welcome, safe and supported in their learning and in their work. Neuro-affirmative provision supports both Neurodivergent intervention participants and Neurodivergent practitioners, as well as being likely to be more inclusive for all involved.
Below are some key points for consideration and some examples of how you might embed neuro-affirmative language and approaches within your everyday practice:
It is important that practitioners understand and use appropriate and inclusive language that does not ‘other’ Neurodivergent clients.
In everyday practice
This includes avoiding terminology such as ‘disorder’ or ‘condition’ or other stigmatising language to describe neurodivergence16. The neurodiversity paradigm/lens (a strengths-based framework for understanding and supporting Neurodivergent people) offers new ways of thinking and talking about neurodivergence, as well as what it means to be human, and how society and systems are constructed.
It is important to move away from stereotypes about Neurodivergent people.
In everyday practice
For instance, stereotypes about Neurodivergent people being geniuses or having superpowers are not particularly helpful. It is more useful to think about neurodivergence in the context of ‘spiky profiles’, where people have fluctuating capacities in different environments. For instance, someone might have excellent verbal processing skills whilst in an environment where they feel comfortable talking about a topic of interest to them – however, in a challenging situation with a lot of sensory overload, a person may become overwhelmed and situationally mute17.
It is important to accept how people identify in relation to their neurodivergence.
In everyday practice
Some Neurodivergent people identify as being Autistic/ ADHD and others identify/prefer to say they are a person ‘with Autism/ ADHD’ and or ‘disabled’. Whilst the majority of Neurodivergent people tend to use identity first language, it is important to respect and affirm how Neurodivergent people choose to identify, as this is their prerogative.
It is important to open up space within your practice to discuss neurodivergence and make reasonable adjustments as and when required so that Neurodivergent people can actively and meaningfully participate in their learning.
In everyday practice
Many people attending DAPPs will never have been assessed for neurodivergence and may have felt different and othered their entire lives. By creating space to discuss neurodivergence and the strengths and challenges that it can bring, there may be situations that resonate with people that they have not had opportunity to think about before. The Equality Act (2010) stipulates that reasonable adjustments must be made to support Neurodivergent people in the workplace – this can be extended to consider how reasonable adjustments support both Neurodivergent people and wider group members to actively participate in learning (a key aim of this guide).
You can read more about neuro-affirmative language and practice by accessing the reading and resource recommendations in the final section of this guide. In particular we recommend Neurodiverse Connection’s neuro-affirming language guides.
References
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Grant, A., Leigh, J., Botha, M., Macdonald, S. J., Williams, K., Williams, G., Rose, K., Memmott, A., & Pearson, A. (2025). ‘A Lovely Safe Umbrella to Describe Yourself With’ or ‘Meaningless’: An online survey of UK-based neurodivergent adults’ views of neurodiversity-related terminology. Neurodiversity, 3.
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Botha, M. (2021). Academic, activist, or advocate? Angry, entangled, and emerging: A critical reflection on autism knowledge production. Frontiers in Psychology.
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(17) For further information about how environments affect outcomes for Autistic people, see Dr Luke Beardon’s research on Autism + environment = outcome.
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