Language & Neurodiversity

Why language matters

The words we use to talk about neurodivergence shape how people think about it — and how neurodivergent people think about themselves. Language is not neutral. It carries assumptions about what is normal, what is broken, and whose experience counts.

Getting the language right is not about political correctness. It is about accuracy, dignity, and recognising that the way we describe people’s minds affects how those people are treated — in clinics, classrooms, workplaces, and their own internal dialogue.

This page is a guide to the key terms, the debates behind them, and the principles that inform how neurobetter uses language.

What “neurodiversity” actually means

The term “neurodiversity” was developed collectively by the autistic community in the late 1990s, with sociologist Judy Singer and journalist Harvey Blume among the first to use it in published writing.² It draws on an analogy with biodiversity: just as ecosystems thrive through variation, human societies benefit from neurological diversity.

At its core, neurodiversity is a simple observation: human brains vary, and that variation is natural.

It is not a diagnosis, a condition, or something a person “has.” It is a framework for understanding that neurological differences — including autism, ADHD, dyslexia, dyspraxia, and others — are part of the normal range of human variation, not errors to be corrected.

Key terms

These terms are often confused or used interchangeably, but they mean different things.

Neurodiversity is the fact of neurological variation across the human population. It describes a reality — not an identity or a condition. Everyone is part of neurodiversity, in the same way that everyone is part of biodiversity. You cannot “have” neurodiversity.

Neurodivergent describes an individual whose neurological functioning differs from what is considered typical. A person can be neurodivergent. This includes people with autism, ADHD, dyslexia, dyspraxia, Tourette’s, and other neurological differences.

Neurodivergence is the state of being neurodivergent — the noun form of the experience.

Neurotypical describes people whose neurological functioning falls within the range that society considers standard. It does not mean “normal” — it means statistically typical.

Neurominority is a term used to describe groups of people who share a particular neurological difference and face systemic barriers because of it. It positions neurodivergent people as a civil rights group rather than a patient population.

Identity-first and person-first language

One of the most discussed questions in neurodiversity language is whether to say “autistic person” (identity-first) or “person with autism” (person-first). The same question applies across other conditions: “ADHD person” vs “person with ADHD,” “dyslexic person” vs “person with dyslexia.”

What is person-first language?

Person-first language puts the person before the condition: “person with autism,” “person with ADHD.” The intention is to emphasise that a person is more than their diagnosis — that the condition does not define them.

This approach was widely adopted by professionals and disability organisations from the 1980s onwards. It remains common in clinical settings and some policy documents.

What is identity-first language?

Identity-first language positions the condition as part of who the person is: “autistic person,” “dyslexic person.” It reflects the view that neurodivergence is an integral part of identity — not something separate that a person carries.

What does the research say?

Research shows that language preferences vary by individual, community, culture, and context. A 2024 analysis of nearly 13,000 published autism research abstracts found that while person-first language was historically dominant (65%), identity-first language is increasing over time as academic writing aligns more closely with community preferences.⁴

Some people use broader terms like “I’m neurodivergent” rather than naming a specific diagnosis. Research from Durham University found that this can feel safer in contexts where specific conditions still carry stigma — but others find it too vague to communicate their actual support needs.⁵

What neurobetter does

We default to identity-first language — “autistic person,” “person with ADHD” — because this aligns with the preferences of UK disabled and neurodivergent communities. But we recognise that preferences vary, and we respect individual choice.

The most important principle is this: ask people how they would like to be described, and respect what they say.

The medical model and the social model

How we talk about neurodivergence is shaped by deeper assumptions about what disability means. Two models dominate this conversation.

The medical model

The medical model views disability as a problem located within the individual. Under this model, neurodivergent conditions are disorders — things that are wrong with a person’s brain that need to be treated, managed, or fixed.

This model has value: it enables diagnosis, access to medication, and clinical support. For many neurodivergent people, medical understanding has been life-changing.

But the medical model also has serious limitations. It frames neurodivergence entirely as deficit. It locates the problem in the person rather than in the systems around them. And it can lead to language that is pathologising and shaming — language that tells people their brains are broken.

The social model

The social model draws a distinction between impairment (a person’s neurological difference) and disability (the barriers created by a society that was not designed for them).

Under this model, an autistic person is not disabled by their autism — they are disabled by environments that are too loud, too bright, too unpredictable, and too inflexible. A person with ADHD is not disabled by their executive function profile — they are disabled by rigid systems that demand a single way of working.

The social model also has limitations. Some aspects of neurodivergence — chronic fatigue, sensory pain, severe anxiety — create genuine challenges regardless of how well the environment is designed. Pretending otherwise can feel dismissive.

A middle path

neurobetter takes a social-relational approach that acknowledges both realities: neurological differences are real, and they can create genuine challenges. But much of what makes those challenges disabling is the failure of systems and environments to accommodate variation. Both things are true at the same time.

The 2024 Scottish Neurodiversity Affirming Inter-agency Taskforce guidance recommends this approach: removing blame and shame while being realistic about challenges, focusing on accommodation and support, and using language that reflects dignity.¹

Why “functioning labels” are problematic

You may have heard people described as “high-functioning” or “low-functioning” — particularly in relation to autism. These labels are increasingly rejected by the neurodivergent community, and for good reason.

What is wrong with them?

They are imprecise. Two people labelled “high-functioning” may have completely different needs. One might manage a career but be unable to cook a meal. Another might have rich social relationships but be unable to manage finances. The label tells you nothing useful.

They deny support. “High-functioning” is often heard as “doesn’t really need help.” This can mean people are refused accommodations, dismissed when they ask for support, or told they are “not autistic enough” to qualify for services.

They deny capability. “Low-functioning” is heard as “cannot do anything.” This can lead to low expectations, infantilisation, and the removal of autonomy — even when the person has significant strengths and abilities.

They ignore context. Support needs vary depending on the situation, the day, the environment, and the demands being placed on someone. A person might function well in a quiet, structured environment and struggle in a chaotic one. A single label cannot capture that.

What to use instead

Describe what people actually need, rather than ranking them on a scale. For example: “needs support with time management,” “uses alternative communication in some contexts,” “manages well with a structured routine,” or “finds social situations draining and needs recovery time.”

This is sometimes called a support-needs framework — it is specific, respectful, and actually useful.

Common terms explained

Masking (camouflaging)

Masking is the process of suppressing natural behaviours and imitating neurotypical ones to fit in. It is extremely common among neurodivergent people and carries significant mental health costs, incl⁶uding increased anxiety, depression, and burnout.

Stimming (self-stimulatory behaviour)

Stimming refers to repetitive movements or vocalisations — hand-flapping, rocking, fidgeting, humming — that help regulate the nervous system. Stimming is natural, often beneficial, and should not be suppressed unless it causes genuine harm.

Spiky profile

A spiky profile describes the uneven pattern of strengths and challenges that is characteristic of neurodivergent people. Rather than abilities falling along a smooth curve, there are peaks and valleys — someone might be exceptionally strong in one area and significantly challenged in another. This is normal for neurodivergent brains.

Twice exceptional (2e)

A person who is both intellectually gifted and neurodivergent. For example, a child with a high IQ and ADHD, or an academically talented young person who is also dyslexic. The combination often means neither the giftedness nor the challenges are properly recognised.

Executive functioning

The set of mental processes that manage planning, organisation, time, impulse control, and task initiation. Executive functioning differences are common across ADHD, autism, and dyspraxia. See our full page on executive functioning.

Sensory processing

How the nervous system receives and responds to sensory information. Neurodivergent people may be hypersensitive (over-responsive), hyposensitive (under-responsive), or both — and this can vary by sense and by context. See our full page on sensory processing.

Co-occurrence (comorbidity)

Many neurodivergent people have more than one condition. For example, ADHD and autism frequently co-occur. The term “comorbidity” is falling out of favour because it implies disease — “co-occurrence” is preferred.

Neurodivergent burnout

A state of physical, emotional, and cognitive exhaustion caused by the cumulative demands of navigating a neurotypical world — often including sustained masking, sensory overload, and inadequate support. See our full page on burnout.

Language to avoid — and what to use instead

Pathologising language

Deficit framing

Functioning labels

Euphemisms and outdated terms

Ableist metaphors

Language in clinical and educational settings

The way professionals talk about neurodivergence in reports, assessments, and meetings has a direct impact on the people described in those documents. A diagnostic report written in deficit-based language can shape how a person sees themselves for years.

If you are a professional writing about neurodivergent people — in reports, referrals, care plans, or educational documents — consider how your words will be read by the person they describe. Would they feel understood? Would they feel respected? Would they feel like a whole person, or like a list of problems?

A note on evolving language

Language changes. The terms used today may not be the terms used in five years. What matters is not memorising a fixed vocabulary, but understanding the principles behind it: respect, accuracy, dignity, and a willingness to listen.

neurobetter is committed to updating our language as understanding evolves and community preferences shift. If you notice language on our site that feels outdated or harmful, please let us know.

Further reading

neurobetter resources

• What is neurodiversity? - the framework explained
• Masking - the cost of camouflaging
• Getting a diagnosis - navigating the process
• Our online community - connect with others who understand
• Ask a Counsellor - private, confidential guidance