Imagine being constantly told that the way you think, learn, or behave is wrong. Not because it harms anyone but because it doesn’t fit into the mold of what’s considered “normal.”
What if instead of trying to force everyone into the same box, we celebrated and supported different ways of thinking and learning?
In a world that often values conformity, the concept of neurodiversity challenges us to rethink how we understand and support individuals whose brains function differently.
Whether it’s autism, ADHD, dyslexia, or other neurological differences, neurodiversity-affirming practices focus on empowering people to be comfortable with who they are.
But what does neurodiversity-affirming actually mean, and why is it so crucial in schools, homes, and communities?
Defining Neurodiversity-Affirming
The term “neurodiversity” was first used in the 1990s and is usually credited to Judy Singer, a social scientist. This term was intended to shift the discussion of neurodivergence from deficit-based to an appreciation of different ways to think about and experience the world.
Neurodiversity-affirming practices are grounded in the belief that neurological differences—such as ADHD, autism, dyslexia, and more—are natural variations in the human experience, not problems to be fixed. Neurodiversity is a valuable form of diversity, and there is no “right” style of the human mind.
Conceptualizing Neurodivergence
Different ways of understanding neurodivergence are reflected in the medical, social, and moral models.
Medical Model
This model sees neurodivergence as a condition to be diagnosed and treated. Diagnoses such as ADHD or autism have symptoms that need to be addressed or fixed through medical intervention. Depending on the person’s needs, professionals determine appropriate treatments to resolve the learner’s problems. This approach views neurodivergence as disease-based and solution-focused.
Social Model
The social model, in comparison, is a way of looking at differences as traits rather than problems. Diagnoses such as ADHD or autism are seen as an aspect of a person’s identity or a natural variation in the human brain. This model emphasizes the importance of changing the environment to better support the individual. This approach helps people feel valued and encourages them to build confidence in their abilities, rather than needing to change to fit in.
Moral Model
This model views neurodivergence as a reflection of one’s moral character or behavior. This perspective views neurodivergence as either a kind of punishment or an honor, depending on whether the condition is regarded positively or negatively. Often, the condition is associated with shame or blame. This perspective may be influenced by cultural or religious beliefs.
For example, a learner with ADHD who has trouble sitting still in class would be understood differently depending on the model used.
- The medical model would focus on having them behave like other students, such as using strict rules or medication to get the student to sit still.
- The social model would focus on the ways to change the environment to support their learning such as offering accommodations like movement breaks or hands-on activities to support their learning, honoring their need for movement.
- The moral model may view ADHD and its symptoms negatively, seeing them as a sign that the person or their family committed some kind of wrongdoing.
Integrating a Strengths-based Approach
A strengths-based approach is another way to think about support needs. Instead of focusing on what a neurodivergent person may struggle to do, this approach looks for ways to build on their existing strengths. It encourages families, teachers, and professionals to understand a learner’s strengths and use them to prevent or solve problems. The idea is that people already have the ability to grow and are the experts in their own lives.
This approach helps families and teachers determine what works and what doesn’t, allowing them to stay flexible with the learning process. When others understand a learner’s strengths, the child has more chances to grow and succeed. Using a strengths-based approach has also been shown to improve relationships between families and providers, shift how learners are seen, and empower families.
Why Neurodivergent-Affirming Practices Matter
Neurodivergent-affirming practices play a huge role in making neurodivergent people feel included and accepted. These practices require us to move away from schools of thought that focus on the challenges of a neurodivergent individual.
Stereotypes and the Medical Model
The traditional deficit-based model negatively impacts neurodivergent individuals by focusing on what’s ‘wrong’ with them and expecting them to conform to a narrow definition of ‘normal.’ This often leads to stigma and marginalization from those who assume neurodivergent people need to change. This model also overlooks the importance of making changes to the environment to support different ways of thinking and learning. Opportunities are then limited for neurodivergent people by making them feel pressured to conform to social standards.
Continued Barriers to Inclusion
Many systems lack the necessary accommodations (e.g., learning strategies, environmental conditions, etc.) tailored to meet neurodivergent needs. Limited accommodations often stem from rigid expectations in school, workplaces, and social settings that are designed around neurotypical ways of thinking, learning, and behaving. These barriers make it more likely to experience difficulties meeting educational, personal, and career goals.
Self-Acceptance
When we focus on people’s strengths and support their needs, we send the message that everyone is valued and respected as they are. People are more likely to feel confident in their abilities and feel like valued members of the team when they are appreciated, respected, and empowered just as they are.
Inclusivity and Belonging
When we communicate that neurodiversity is valued and respected, people are more likely to embrace their differences and feel accepted for who they are. This mindset encourages greater understanding and support, helping to reduce the stigma around being ‘different.’ The more we normalize all ways of thinking, the more we break down harmful stereotypes and promote understanding. Neurodivergent learners, in turn, are more likely to feel a sense of belonging, which boosts their confidence and self-worth.
Neuroaffirming Practices Across Settings
Neurodiversity-affirming practices are important in schools, homes, and communities because they help create environments where neurodivergent individuals feel accepted, supported, and able to thrive. Below are some examples of neuroaffirming practices across the school, home, and community settings.
School Settings
Neuroaffirming practices can look like classroom accommodations, shifting classroom culture, teacher training, and social inclusion.
- Neurodiverse learners may benefit from accommodations that honor their needs, such as flexible seating, extra time to work, or sensory-friendly spaces in the classroom.
- Teachers can foster an inclusive classroom environment by avoiding “one-size-fits-all” approaches and normalizing different needs among their students.
- Teachers can teach and model empathy and understanding among their students, especially when differences in thinking or learning are present in the classroom.
Home
Neurodiversity-affirming practices at home help families support and understand their learners, making sure they feel accepted, valued, and confident in daily living activities.
- Neurodiverse learners benefit from open and nonjudgmental communication. Open communication helps people feel comfortable sharing their needs in the future.
- Validate and support their unique experiences and the difficulties they may encounter throughout the day.
- Because we view learners as experts in their experiences, they must be involved in brainstorming ways to meet their needs and problem-solving any challenges that arise.
- It is important to move away from traditional behavior management techniques that aim to “normalize” children.
Community
Neurodiversity-affirming practices help create understanding and acceptance, allowing neurodivergent people to participate and feel appreciated in all parts of community life.
- Communities can advocate for and create spaces in sports, art, and recreation activities that allow neurodiverse individuals to participate comfortably.
- Community organizations may take on initiatives that spread awareness about neurodiversity and guide families to support they can access to support their learners.
- Partnerships between schools and community organizations can create comprehensive support systems for neurodiverse individuals, providing families with the resources they need to access essential support.
It’s important to note that neurodiversity-affirming practices are a new area of study, first described in the 1990s. These practices will continue to evolve as we learn more about the best ways to support differences in thinking and learning.
How Can I Be More Neuroaffirming?
There are many wonderful (and free!) resources available to highlight student strengths and move away from a deficit perspective. Some of these resources include:
- The Strengths-Based Collective has resources for teachers, parents, and professionals that focus on the skills, knowledge, connections, and potential of learners, reframing deficit-based beliefs into ones that highlight strengths and needs.
- At LSA, we have many free resources available to support the unique needs of neurodivergent learners. Navigate to the How to Make Stuff More EF Friendly page to find tips and tricks for various areas of daily living skills.
- The Neurodivergent-Friendly Cookbook is one of many tools that can be used to support the development of essential life skills, all while making cooking more manageable and enjoyable.
- Explore a range of valuable neurodivergent-friendly tools, including products, books, housing options, mental health services, learning platforms, software, and professional organizers on the LSA website.
Executive functioning coaching through Life Skills Advocate taps into the unique strengths and experiences of neurodivergence, encouraging clients to show up just as they are to reach their goals. Some of LSA’s core values include that coaches have a shared experience of neurodivergence with their clients and challenge the status quo when helping learners achieve their goals.
TL;DR – (Too Long; Didn’t Read)
Neurodiversity-affirming practices shift the focus from viewing neurological differences, such as autism, ADHD, and dyslexia, as problems to be “fixed” to seeing them as natural variations of the human mind. These practices encourage different ways of thinking rather than conforming to societal norms. The neurodivergent-affirming movement moves away from the traditional medical model, which focuses on “fixing” people, and instead focuses on a strengths-based approach to understanding what a person does well in order to support their growth in other areas.
By creating inclusive spaces in schools, homes, and communities, neurodiversity-affirming practices help neurodivergent people feel empowered, confident and respected for who they are. Some examples of neurodiversity-affirming practices include:
- In Schools–Classroom accommodations, teacher training, and fostering a classroom culture of understanding and valuing differences in thinking and learning.
- At Home–Open communication, validating experiences, and moving away from traditional behavior management that aims to change neurodivergent behavior.
- In Communities–Advocating for inclusive spaces, spreading awareness, and fostering collaboration between agencies that provide support to neurodivergent people.
Ultimately, neurodiversity-affirming practices aim to create a world where everyone feels accepted and able to thrive in home, school, and community settings.
Further Reading
- American Psychological Association (2022) – Conceptualizing Disability: Three Models of Disability
- California Institute of Technology (2024) – Neurodiversity: A Brief History
- Devaney, Brady, Crosse, & Jackson (2022) – Realizing the Potential of a Strengths-BAsed Approach in Family Support with Young People and Their Parents
- Strengths-Based Collective – Resources
- The University of Minnesota Duluth School of Medicine (2001) – The Medical Care Model
- Life Skills Advocate (2024) – Core Values
- Life Skills Advocate – How to Make Stuff More EF Friendly
- Life Skills Advocate – Introducing: The Neurodivergent-Friendly Cookbook
- Life Skills Advocate – Neurodivergent-Friendly Tools & Resources