Neurodivergence (ND)

Neurodivergence is the term used to describe variations in the human brain and nervous system that result in different ways of thinking, learning, and processing information. It's an affirmative way of recognizing that our brains work in diverse and unique ways, and that these differences are a natural part of human variation.

For example, neurotypes such as Autism, ADHD, Dyslexia, and others are seen as neurodivergent. Rather than viewing these differences as deficits or disorders, the neurodiversity perspective appreciates them as valuable variations that contribute to the rich tapestry of human experience and innovation. Neurodivergence emphasizes strengths and abilities, highlighting how different ways of thinking can lead to creative problem-solving and new perspectives. It’s about understanding and valuing diverse cognitive experiences and ensuring that everyone has the opportunity to thrive in environments that accommodate their unique ways of being.

Identity-first language:

Though some were taught it is more appropriate to use person-first language ("person with Autism"), identity-first language ("Autistic person") is used when discussing autism because it acknowledges autism as an integral part of a person's identity, rather than a separate condition or disease.

Many Autistic individuals prefer this terminology as it affirms their identity, counters the deficit model, and aligns with the way we refer to other aspects of identity. It supports a positive view of neurodiversity and respects the preferences of the autistic community.

Masking

What is it?

Masking refers to the process of concealing or suppressing one's natural behaviors, emotions, or traits in order to fit in with societal expectations or to avoid negative reactions. For individuals who may be AuADHD, masking often involves mimicking neurotypical behaviors, managing social interactions in a way that feels unnatural, or hiding difficulties they may face.

For example, someone might consciously suppress their stimming behaviors to appear more “typical” in social situations. A person might go to great lengths to stay organized and attentive in ways that don’t come naturally to them, in order to meet expectations at work or school.

This masking can lead to a delayed identification of ADHD or autism for several reasons:

Camouflaged Symptoms: When individuals mask, the signs of their traits can be less visible to others, including healthcare professionals. As a result, the behaviors that might prompt an evaluation for a diagnosis are not apparent, and someone may be incorrectly identified as neurotypical.
Misinterpretation of Behaviors: Masking can lead to the misinterpretation of behaviors. For instance, someone who is masking might appear to be more socially comfortable or less distracted than they actually are, leading to misunderstandings about their true needs and experiences.
Internalized Stress: The effort required to mask can be exhausting and lead to significant stress and mental health issues. This stress may not be immediately recognized as a result of masking, making it harder to identify the underlying neurodivergent condition.
Focus on Secondary Issues: Professionals might focus on the secondary issues that arise from masking, such as anxiety or depression, rather than identifying the underlying neurodivergence that is associated with these issues.
Delayed Self-Recognition: Individuals who mask may internalize their experiences as personal failures or character flaws rather than recognizing them as simply having a different neurotype. This can delay their own realization and seeking of a diagnosis.

Understanding masking is crucial for improving diagnosis and support. It highlights the importance of creating environments where individuals feel safe to be themselves without the need to mask, and encourages a more nuanced approach to identifying and supporting neurodivergent individuals.

Neurodivergence in girls

Autism and ADHD can present differently in people assigned female at birth (AFAB) compared to those assigned male at birth (AMAB), due to a combination of biological, social, and cultural factors. While the core features of these neurotypes remain the same, the way they manifest and are perceived can vary. Here’s how:

Autism

Social Camouflaging: People AFAB who are Autistic often engage in more social camouflaging (masking), which means they might work harder to mask their autistic traits to fit in with their peers. This can involve mimicking social behaviors or suppressing stimming (repetitive behaviors). This camouflaging can make their autism less visible to others, leading to a delayed or missed diagnosis.
Social Communication: Women and AFAB individuals with autism may present with less overt difficulties in social communication. They might develop more sophisticated social skills or have a better ability to "blend in" compared to their male counterparts, which can mask their underlying challenges.
Interests and Behaviors: AFAB individuals might have interests that align more closely with socially acceptable female interests, which can make their behaviors less noticeable. For example, they might engage in intense interests related to literature or animals, which might be less stereotypical and thus less likely to attract attention compared to more traditionally male-associated interests.
Sensory Sensitivities: Sensory sensitivities might be reported differently. AFAB individuals might experience and express these sensitivities in ways that are less stereotypical, which can make them harder to recognize.
Mental Health: The stress of camouflaging can lead to higher rates of anxiety and depression among AFAB individuals with autism, which might be the focus of attention rather than the underlying autism itself.

ADHD

Presentation of Symptoms: ADHD in individuals AFAB may present more subtly. For instance, they might exhibit less overt hyperactivity and more issues with inattentiveness and internalized distractibility. This can be less noticeable compared to the hyperactive behaviors often seen in AMAB individuals with ADHD.
Emotional Regulation: AFAB individuals with ADHD may struggle more with emotional regulation and may experience more internalized symptoms like anxiety and mood swings. These can sometimes be mistaken for emotional or psychological issues rather than being recognized as part of ADHD.
Organization and Time Management: Challenges with organization, time management, and executive function might be more pronounced but less overt. AFAB individuals might experience difficulties in these areas that affect their daily life but may not be as apparent in a classroom or work setting where they might try to compensate.
Social and Academic Expectations: Social and academic expectations can influence the presentation. AFAB individuals might be expected to be more organized and socially compliant, which can lead them to work harder to meet these expectations, possibly leading to a later diagnosis or focus on related stress rather than the ADHD itself.
Internalization: AFAB individuals with ADHD might internalize their difficulties more, leading to feelings of inadequacy or failure, which can further mask the ADHD and result in a focus on the emotional or psychological symptoms rather than the ADHD.

In summary, while autism and ADHD are present in individuals of all genders, the manifestations and experiences can differ based on societal expectations, camouflaging behaviors, and the unique ways these conditions interact with different gender norms. Understanding these differences is crucial for accurate identification and effective support.