What is “NEurodivergent”?

Neurodivergence has become a buzzword, but it is not always well understood.

In essence, it refers to brains that are "wired" differently—nervous systems that perceive, interpret, and respond to the world in a way that is considered atypical, based on the expected trends of neurodevelopment (the typical growth and functioning of the brain). This results in differences in social interactions, sensory processing, activities, learning, communication, and motor skills (movement). These differences are commonly seen in individuals on the autism spectrum, as well as those with attentional challenges, sensory processing differences, tics, coordination difficulties, specific struggles with reading, writing, or math, and intellectual developmental delays.

It is estimated that 10-20% of people are neurodivergent. This unique neural wiring leads to both exceptional abilities and challenges, with individuals excelling in certain areas of life while facing difficulties in others. These neurodevelopmental differences occur early in brain development and are often heritable, meaning they can be passed down genetically. However, they are also linked to certain environmental factors. While the exact causes are not always well understood, early identification, intervention, and support can help neurodivergent children integrate into society and gain access to crucial life opportunities. Unfortunately, in low-resource areas, the lack of such support makes neurodivergent children particularly vulnerable, often leading to wasted potential and negative life trajectories.

To help these extraordinary individuals thrive, it is important to provide appropriate environmental and task accommodations, as well as a great deal of empathy and understanding. Additionally, using terms like “learning differences” in communities where neurodevelopmental conditions are often undiagnosed—especially where classroom success and academic performance are seen as the primary measures of achievement—can foster greater understanding of neurodiversity. This, in turn, can encourage caregivers and community members to refer neurodivergent children to the therapeutic support they need.