Neurodivergence: Beyond The Label
- Kelly Hutton
- Dec 18, 2025
- 5 min read
By Kelly Hutton
Having worked in education for over 20 years, I have seen an evolution happen before my eyes in the way we discuss and understand neurodivergence.
20 years ago, we were just really starting to understand how those considered "Special Educational Needs" (SEN) were only ever spoken about in terms of a diagnosis, or a difference from the norm, neurodivergence wasn't even a word within our lexicon. But when we step back from the labels and look more closely, something becomes more visable: neurodivergence is simply the variety of ways in which our brains work and rather than stigmatising individuals with what were considered negative labels, we can begin to see an evolution in language which is playing out for the positive.
This change in language is helping us to understand that neurodivergence is not a problem to be solved, but a lens through which many people come to understand who they are, how they relate to the world, and what they need in order to thrive, and this is a wonderful development in human nature.
Understanding our own neurodiversity, and that of our children, can be a powerful force for good. Not because it explains everything, but because it offers language, meaning, and context where there was once confusion, shame, or self-blame. This creates something really powerful, where we stop asking "whats wrong?" and start asking "what helps?"
This shift can mean everything.
Identity, Not Pathology
This idea of neurodiversity comes from understanding that humans brains all naturally vary, just as bodies, personalities, and talents do (Chapman & Botha, 2023). Some brains process information quickly, some deeply, some visually, some through movement or pattern. None of this is inherently bad or wrong.
Difficulty often arises not because of the child or individual, but because the world has only developed with a very narrow idea of what "normal" learning, behaviour, or communication should look like. When the system doesn't flex, difference starts to look like a problem (Legault, Bourdon & Poirer, 2021).
And the research supports this, telling us that when children and adults have their identity recognised and affirmed, whether through diagnosis, self-identification, or supportive practices, mental health improves, self-understanding grows , and people are more able to engage with support (Kroll, et al,. 2024)
In contrast, when identity is dismissed or framed only as something to fix, distress increases, even if the person is receiving practical help (Kroll et al,. 2024).
Simply put, understanding REALLY matters.
We Are All Labelled...
Whether or not a person receives a diagnosis, they will still be labelled, whether they are formal or not. More often, they're not.
Lazy. Difficult. Too sensitive. Not trying hard enough.
We know from the research, that neurodivergent differences go unnamed or misunderstood and from a really early age, we absorb these negative descriptions in our sense of who we are (Shen, 2025). Over time, this can lead to masking, hiding our natural selves, behaviours or needs, in order to just fit in. This is exhausting and deeply harmful to our well-being.
Identity affirming labels don't reduce a child to a diagnosis. Instead, they can replace shame with explaination and self-blame with understanding.
Beyond Traits: Understand Our Whole Self
Even when two people share the same diagnosis, they are not the same in their traits or personality.
Large studies led by neurodivergent communities themselves show us that many people either have multiple diagnosises or don't fit neatly into a diagnotistic box at all (Ostaszewska et al,. 2025). What families consistently say is that they don't need the label for it's own sake, but for understanding, access, and support that actually fits the individual.
When we move away from "fixed behaviours" and towards understanding how a person processes information, manages sensory input, regulates, and communicates, their outcomes improve, at school, at home, and later in work and life (Doyle, 2020; Stark, Stacy & Knight, 2025).
People naturally do better when support is shaped around who they are, not who they are expected to be.
Why The Language Matters
All this highlights just how important it is to recognise how we talk about neurodivergence.
Research into self-identification shows us that, for many people, describing themselves as neurodivergent (withour without a formall diagnosis) is a way of making sense of their experiences in systems that haven't always worked for them (Newton et al,. 2025).
Importantly, being able to name our own identity, in itself, improves self-acceptance and emotional well-being (Newton et al, 2025). So for children, this is escpeccially important. The language we use, as parents, teachers, and professionals helps shape how children see themselves. Neuroaffirming explainations, which are honest, balanced, and respectful, help children to build a positive sense of identity over time (Stark et al, 2025).
Respecting how someone wishes to be referred to isn't about getting the language "right". It's purely about respect.
Why it Matters Beyong Family
Supporting neurodivergent people is not just good for the individuals, it's a good for society.
Inclusive education and employment practices are linked to better well-being, create innovation, and stronger long-term econimics. (Donal, Cook & Mohandas, 2025). When neurodivergent people are supported in education and work, in ways that suit them, everyone benefits.
The research into inclusive employment and social enterprise is strong and demonstrates measurable improvements in the quality of life, social inclusion, and economic return when neurodivergent people are properly supported (Correia et al, 2025). It isn't a burden, it's what makes communities more adaptable, creative, and resilient.
Beyong the Label
Labels alone are never the goal. But when they are chosen respectfully, used thoughtfully, and paired with genuine understanding, they are a powerful tool for empowerment rather than limitation (Chapman & Botha, 2023; Ostaszewka, et al, 2025). I have seen this first hand when supporting individuals who felt overwhelmed in social situations and were able to advocate for themselves through the support of those around them.
Learning about neurodivergence, in our children and ourselves, isn't about boxing people in. It's about opening doors to understanding, compassion, and support that fits real lives.
If you would like to explore these ideas further, you are warmly invited to sign up for "Who Is a Neurodivergent Learner?" the first FREE module in the Supporting Neurodivergent Learners educational empowerment series. Sign up today and be one of the first to receive this when it is published.
Understanding who we are is often the first step towards helping our children, and ourselves, to thrive.
References
Chapman, R. & Botha, M. (2023). Neurodivergence-informed therapy. Developmental Medicine & Child Neurology.
Correia, R. et al. (2025). The socio-professional integration of neurodivergent people and its social value. Social Enterprise Journal.
Donald, W. et al. (2025). Fostering an inclusive and sustainable career ecosystem. Career Development International.
Kroll, E. et al. (2024). The positive impact of identity-affirming mental health treatment for neurodivergent individuals. Frontiers in Psychology.
Legault, M. et al. (2021). From neurodiversity to neurodivergence: epistemic and cognitive marginalisation. Synthese.
Newton, A. et al. (2025). Rethinking self-identification in neurodivergent communities. Frontiers in Child and Adolescent Psychiatry.
Ostaszewska, A. et al. (2025). Beyond diagnosis: setting research priorities with the neurodivergent community. Neurodiversity.
Shen, A. (2025). Behind Our Masks: The Impact of Intersectional Identity on Neurodivergent Masking. Backstory.
Stark, E. et al. (2025). Autism, identity and clinical practice. Neurodiversity.
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