Embracing Neurodivergence in a Neurotypical World: Schools as places of healing
The terms neurodiversity, neurodivergence, and neurotypical have become buzzwords in recent years. But what do they mean? Sociologist Judy Singer was the first to coin the term neurodiversity in the 1990s (Cleveland Clinic, 2022; White, 2021). Although not a medical term, this term offers a useful way of understanding and acknowledging the natural variation in how our brains are wired and process information – all with their strengths and weaknesses (Cleveland Clinic, 2022; Conradie, 2024; Gus, 2023; Kluge, 2024). What is seen as neurotypical or ‘normal/typical’ and neurodivergent or ‘different’ in brain functioning is largely determined by society and societal expectations or demands (Black et al., 2024; Cleveland Clinic, 2022; Conradie, 2024; Kluge, 2024). According to Candice Lambert from the Wellness Dialogue Group, neurodivergence includes variations to what is considered ‘typical’ brain functioning.
Candice Lambert’s extensive experience and research have repeatedly highlighted the necessity of understanding neurodiversity from both a neuroscience and ethical or human perspective. This means that neurological differences should be framed as a normal variation of the human experience. This approach recognises and celebrates the strengths and differences that accompany different ways of thinking and experiencing the world (Gus, 2023; White, 2021). It also recognises that the disability or struggles that may accompany being neurodivergent usually stem from a mismatch between the neurodivergent individual and their environment and NOT from the individual themself (Black et al., 2024). In other words, the environment has a significant influence on life outcomes (Black et al., 2024).
In Adriana White’s (2021) TED Talk “Different doesn’t mean broken”, she explains that neurodivergent individuals are not flawed but are just wired differently – their brain structure and functioning are different from that of neurotypical individuals. This difference results in different ways of thinking, interacting with, and experiencing the world and other people (Conradie, 2024; Krazinski, 2023). Some forms of neurodivergence can be debilitating to the affected individual, especially because the world, and also most schools, are set up to accommodate neurotypical individuals (Krazinski, 2023). It can also sometimes be difficult to differentiate between neurodivergent and neurotypical brain functioning as neurodiversity encompasses a wide continuum (shown in Figure 1).
Figure 1
Neurodivergence continum
Several types of neurodivergence exist (see Figure 2). Even though it is estimated that 15-20% of the population may be neurodivergent (eNCA, 2024), the Wellness Dialogue Group believes this number is much higher. Despite the high prevalence of neurodivergence in the general population, there is still a lack of awareness and understanding about neurodivergence and its potential impacts (eNCA, 2024; Gus, 2023). This, coupled with a lack of acceptance of neurodivergent individuals, frequently leaves parents with neurodivergent children feeling completely alone in navigating the difficulties and challenges that may accompany their child’s neurodivergence (Black et al., 2024; Gus, 2023).
Figure 2
A few of the Neurodivergent conditions
These difficulties include a higher risk of anxiety, depression, suicidality, lower quality of life, being bullied at school, and poor life outcomes like lower school participation, poor scholastic performance, being un- or underemployed, or never getting married (Black et al., 2024; White, 2021). Research has, however, established that neurodivergent individuals can live highly fulfilling, meaningful lives (Black et al. 2024). Resilience has been demonstrated to be a foundational determinant of life outcomes like adaptability, well-being, quality of life and mental health (Black et al., 2024). Support systems like families and friends together with community participation and acceptance are key to fostering resilience (Black et al., 2024). Moreover, parents and schools have been shown to play an important role in modifying outcomes (Black et al. 2024).
A recent article authored by Meaghan Krazinski and Brenda Flores (2023) has proposed that classrooms could become spaces of healing by helping to foster resilience in neurodivergent students, providing support to parents and their neurodivergent children, and creating a school culture where students are socially accepted and valued. More schools have become deliberate in doing just this as explained by Catherine Raw from Reddam House Ballito: “We have come to realise that every child is different and requires different things. We have been very deliberate about ensuring every child has the space they need to grow and thrive”.
With the proper resources and adequate support, teachers can be instrumental in helping create healing classrooms (Krazinski & Flores, 2023). This takes energy, purposeful leadership, understanding, and cooperation between parents, the school leadership and management, and the teaching staff (Krazinski & Flores, 2023). Although many schools are not equipped to meet the unique needs of neurodivergent students, some schools, like Japari School in Johannesburg, aim to cater to the unique needs of neurodivergent children (Gus, 2023). Japari School offers specialised teaching methods, individual support for children and their parents as well as small class sizes to help neurodivergent students develop their strengths and abilities (Gus, 2023).
Schools have generally been geared towards neurotypical students and as such have often retraumatised or at the very least contributed to the trauma experienced by neurodivergent individuals. Re-imagining and redesigning schools as healing spaces could thereby help to reduce the “replication of trauma” (p. 146, Krazinsky & Flores, 2023).
Schools often also play a role in helping children get the correct diagnosis which has been linked to children and their families receiving much-needed specialist support and educational interventions (Black et al., 2024; Krazinski & Flores, 2023). A lack of diagnosis is associated with relational difficulties, poorer quality of life, and poorer mental health and academic outcomes (Black et al., 2024; Krazinski, 2023; Krazinski & Flores, 2023). In addition, schools can help lessen the stigma associated with various forms of neurodivergence (Black et al., 2024; Gus, 2023). Lessening this stigma can help reduce the discrimination and exclusion commonly experienced by neurodivergent children and their families (Gus, 2023).
When it comes to language, using neurodiversity- and neurodivergence-affirming language is instrumental in creating more inclusive and accepting spaces. Often language we believe to be helpful is not. For instance, we frequently use the terms “people with ADHD or autism” to put the human before the condition. However, many members of the autism and autistic community prefer to be called autistic as their autism diagnosis forms a vital part of their identity (Black et al., 2024; Krazinski, 2023). Allowing people to choose how they want to be identified is critical. To this end, dialogue should be facilitated to ensure all voices are heard and understood.
In therapy, the foremost ethical principle is to ensure that no harm is caused. In our counselling sessions, we frequently engage with individuals who identify as neurodivergent. When providing counselling, it is essential to create a safe, accepting space where these individuals can express themselves freely and authentically, rather than attempting to avoid (or void) certain symptoms. It is, however, sometimes necessary to offer alternative strategies due to the potential discomfort caused by working memory issues and challenges with certain stimming behaviours as they attract attention. Despite this, it remains important to ensure that therapeutic spaces are always supportive and affirming of neurodivergent individuals.
Although often proposed as the gold standard in autism therapy, Applied Behaviour Analysis (ABA) therapy can be extremely harmful to neurodivergent individuals, as it focuses on getting people with neurodivergent conditions to conform to neurotypical standards and expectations in other words to act and think more like neurotypical people (Leaf et al., 2021; Mohammadzaheri et al., 2014). This can be very traumatising and disempowering to neurodivergent individuals (Leaf et al., 2021). Author Meaghan Krazinski (2023) recalls how her mother tried to teach her to survive in a world designed for neurotypical people by trying to make her resilient which in her mother’s mind meant ‘normal’. This was deeply traumatic and invalidating to her.
Damian Milton’s (2012) “Double Empathy problem” is a useful way of making sense of this disconnect between autistic and non-autistic people. Milton argues that just because autistic people experience the world and express themselves differently from non-autistic people does not mean that they do not experience empathy, although they may not be able to communicate this effectively to neurotypical individuals (Reframing Autism, n.d.). Likewise, neurotypical people are often unable to empathise with and understand autistic individuals (Reframing Autism, n.d.). Despite these differences, empathy can be developed. According to Brené Brown, empathy is about connecting with something someone else is going through while connecting with something in oneself that knows that feeling (RSA, 2013). The team at Wellness Dialogue Group has created a simple method represented by the acronym, LOVE, which has proven useful in their work (See figure 3).
Figure 3
LOVE Acronym developed by Wellness Dialogue Group
We encourage parents and teachers to apply the LOVE acronym in all interactions with children. It has proven to help with developing resilience because it helps their central nervous systems regulate when we use this method. “I notice that you enjoy being upside down”. “I hear what you are saying, but do you think we can look at it this way?” or “What have you drawn there?” instead of “Oh you are so amazing!” or “You are the smartest biy alive!” – which can be untrue but also cannot assist their brains to pinpoint exactly why you are saying they are amazing and also understand what “Amazing” is.
Talking to kids in verbs, help them:
- Stay present
- Regulate their nervous systems and
- Identify and normalise emotions
- Feel seen, heard, and validated – which means much more than praising them.
We also often talk about “praising the process” through Growth Mindset principles instead of the outcome to encourage the focus to be on the process, which contributes to building long-term resilience.
Invalidation of any sort can be highly stressful for anyone, and it has been noted that invalidation is experienced as especially traumatic by many neurodivergent individuals. Being invalidated is traumatic because it leads to feeling excluded and dismissed as if your experience has no value or basis. Schools have generally been geared towards neurotypical students and as such have often retraumatised or at the very least contributed to the trauma experienced by neurodivergent individuals. Re-imagining and redesigning schools as healing spaces could thereby help to reduce the “replication of trauma” (p. 146, Krazinsky & Flores, 2023).
Trauma, according to Dr Gabor Maté, trauma is not the event that has taken place but what has happened inside of us as a result of the event that has taken place (Skoll.org, 2021). According to Maté, Big-T trauma is having something happen to us that should not have happened to us like abuse or sexual molestation and small-t trauma is having something withheld from us that was supposed to have taken place such as connection, love, and validation (Skoll.org, 2021).
In addition, trauma can increase the need for sensory modulation and additional resources internally and externally; which may appear as the decreased our ability to mask behaviours or reduce sensory modulation requirements which in turn could lead to stimming and other behaviours (Leaf et al., 2022). Subsequently, these behaviours could lead to various diagnoses including ADHD, AuDHD and Autism. The Wellness Dialogue Group firmly subscribe to the premise that neurodivergent diagnoses need to be acknowledged and recognised so that inclusive and supportive interventions can be put in place. . Trauma and burnout can potentially be minimised by ensuring workplaces and schools implement trauma-informed and neurodivergent-informed approaches to everything they do.
In Conclusion
The Wellness Dialogue Group believes wellness and empowerment are inextricably intertwined with practices that foster inclusivity and diversity. Echoing Adriana White’s (2021) words: “Humanity needs neurodiversity: we all benefit from having different minds in solving problems, creating art, and enriching our communities”, it is time for all of us to create safe, healing spaces for our children wherever they may fall on the neurodiversity continuum so that they can thrive and develop to their fullest potential.
References
Black, M. H., Helander, J., Segers, J., Ingard, C., Bervoets, J., De Puget, V. G., & Bölte, S. (2024). Resilience in the face of neurodivergence: A scoping review of resilience and factors promoting positive outcomes. Clinical Psychology Review, 113, 102487. https://doi.org/10.1016/j.cpr.2024.102487
Cleveland Clinic (2022, February 6). Neurodivergent. Retrieved September 16, 2024, from https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent
Conradie, R. (2024). A Comparative Legal Analysis of The Accommodation of Neurodiversity in the Workplace: Towards a Universal Right to Reasonable Accommodation [Doctoral Dissertation, Stellenbosch University]. Doctoral Degrees (Mercantile Law). https://scholar.sun.ac.za/handle/10019.1/130505
eNCA (2024, June 25). Neurodiversity | At least 15% of population may be neurodivergent. Retrieved September 20, 2024, from https://www.enca.com/lifestyle/neurodiversity-least-15-population-may-be-neurodivergent
Gus (2023, September 7). Neurodiversity in South Africa. Retrieved September 16, 2024, from https://japari.co.za/neurodiversity-in-south-africa/
Kluge, I. (2021). Disability in Education from a Neurodiversity Standpoint: A Multi-Article Dissertation (Publication No. ORCID ID 0000-0001-6262-9566) [Doctoral Dissertation, Antioch University]. AURA. https://aura.antioch.edu/etds/1017/
Krazinski, M. (2023). Celebrating Neurodivergence amid Social Injustice. Hypatia, 38(4), 726–745. https://doi.org/10.1017/hyp.2023.79
Krazinski, M., & Flores, B. (2023). Classrooms as Healing Spaces. Journal of Trauma Studies in Education, 2(1), 145-163. https://doi.org/10.32674/jis.v2il.3898
Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., Liu, N., Russell, N., … & Khosrowshahi, D. (2022). Concerns about ABA-based intervention: An evaluation and recommendations. Journal of autism and developmental disorders, 52(6), 2838-2853. https://doi.org/10.1007/s10803-021-05137-y
Milton, D. E. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability & Society, 27(6), 883-887. https://doi.org/10.1080/09687599.2012.710008
Mohammadzaheri, F., Koegel, L. K., Rezaee, M., & Rafiee, S. M. (2014). A randomized clinical trial comparison between pivotal response treatment (PRT) and structured applied behavior analysis (ABA) intervention for children with autism. Journal of autism and developmental disorders, 44(11), 2769–2777. https://doi.org/10.1007/s10803-014-2137-3
Reframing Autism (n.d.). Milton’s ‘Double Empathy Problem’: A Summary for Non-academics. Retrieved October 1, 2024, from https://reframingautism.org.au/miltons-double-empathy-problem-a-summary-for-non-academics/
[RSA]. (2013, December 10). Brené Brown on Empathy [Video]. YouTube. https://www.youtube.com/watch?v=1Evwgu369Jw
[Skoll.org]. (2021, July 23). Gabor Mate – Trauma Is Not What Happens to You, It Is What Happens Inside You [Video]. YouTube. https://www.youtube.com/watch?v=nmJOuTAk09g
Wallis, C. (2024). Neurodivergent Children’s Right to Community and Education Equality. The Journal of the Society for Advanced Legal Studies: Amicus Curiae, 5(3), 528-530.
White, A. (2021, November 11). Autism and Neurodiversity: Different Does Not Mean Broken [Video]. TEDx Talks. https://www.ted.com/talks/adriana_white_autism_and_neurodiversity_different_does_not_mean_broken/transcript?subtitle=en
Written by Candice Lambert – Clinical Director at Wellness Dialogue Group
Jandi Newall – Medical Doctor and Researcher at Wellness Dialogue Group
