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What is "Neurodiversity"?

This information quotes and draws from the works of Judy Singer, who coined the term. Be aware of ChatGPT and other sources: Judy’s definition is the only right one, and can be read here.

Neurodiversity refers to the limitless variety of human minds on the planet, in which no two minds can ever be exactly alike. Diversity is a measurement of the the degree of variability in a specific location.

Neurodiversity is a subset of Biodiversity. Just as Biodiversity refers to ALL the species in a specific location or ecosystem, Neurodiversity refers to ALL Humans (the species Homo Sapiens) in a specific location, the Planet Earth. 

Just as Biodiversity was coined for a political purpose, to advocate for the conservation of the environment, Judy Singer intended the term Neurodiversity specifically for an advocacy purpose: 

1. Implicitly to suggest a Banner or Umbrella term for an emerging Human Rights Movement based on the pioneering work of the Autistic Self-Advocacy Movement which was being joined by other Neurological Minorities with medically-labelled conditions such as ADHD, the “Dys”abilities and Tourette’s Syndrome . 

2. To add Neurodiversity to the intersectional categories of  Class, Disability, Ethnicity, Gender,  since Disability” was limited inadequately to “Physical Disability, Intellectual Disability” and “Mental Illness”.

  • Usage: 
    • A synonym for ALL Humanity 
    • To name the Neurodiversity Movement, a civil rights movement for psycho-medically labelled minorities and their allies
    • A category of Intersectionality 

Misusage: Does not mean “Neurological Disability/Otherness”

The word “Neurodiverse” refers to a place, not an individual. A person cannot be neurodiverse. A place, for example the planet, or a group, for example all of humanity, can be neurodiverse. The word “neurodiversity” and “neurodiverse” are complex, and widely misunderstood and misused. 

Its for this reason, the Neurodiversity Foundation, has the slogan; “Neurodiversity, means all of us.” It’s a call to discontinue the “othering” of individuals, and include interpreting everyone, as a person of worth, regardless of their unique brain configurations.    

The concept of “neurodiversity” used by the “Neurodiversity movement” refers to the idea that neurological differences, such as autism, ADHD, and dyslexia, should be considered variations in human diversity, rather than a disorder or a deficit. This perspective emphasizes the importance of accepting and valuing the unique strengths and abilities of individuals with neurological differences, and providing them with the support and accommodations they need to thrive.

The origings of the concept of neurodiversity has its roots in the disability rights movement, which has long advocated for the rights and inclusion of individuals with disabilities. The idea is that just as society recognizes and values diversity in areas such as race, gender, and sexual orientation, it should also recognize and value diversity in the ways that people think, learn, and communicate.

The word “Neurodiversity” simply names an indisputable fact about our planet, that no two human minds are exactly alike, and uses it to name a paradigm for social change.

One of the key principles of the neurodiversity paradigm is that individuals with neurological differences should be treated with respect and dignity, and not be subject to discrimination or stigmatization. This includes providing accommodations and support that are tailored to the individual’s specific needs, rather than trying to force them to conform to a one-size-fits-all model of a imaginary “normal.” The words “normal” or “natural” should therefore never be in the definition of the word.

Another important aspect of neurodiversity paradigm is the idea that individuals with neurological differences should have a say in the decisions that affect their lives. The phrase “nothing about us, without us”, has become an important call for change, used often by the Neurodiversity Movement, or those underlining the Neurodiversity paradigm. This idea includes involving them in the development of policies and practices that impact their lives, and giving them the opportunity to speak for themselves and advocate for their own rights.

In terms of education, this means recognizing that students with neurological differences have unique strengths and abilities, and that their education should be tailored to their individual needs. This may include providing accommodations such as extra time on tests, or using alternative teaching methods that are more effective for the student. It also means creating an inclusive and supportive classroom environment that values and respects the diversity of all students.

Overall, the concept of neurodiversity promotes the acceptance and inclusion of individuals with neurological differences, and recognizes that diversity in the way we think, learn and communicate is a fundamental aspect of humanity. It is important to understand that everyone is different, and that is okay. The Neurodiversity movement supports the move towards receiving the right support and accommodations for individuals with neurological differences, in order for them to lead fulfilling and successful lives.

What is a "Neurodivergent"?

Neurodivergent, sometimes abbreviated as ND, means having a mind that functions in ways which diverge significantly from the dominant societal standards of “normal.” It’s coined by Kassiane Asumasu, from which we quote and draw information from and put defined simply as: Neurodivergent refers to neurologically divergent from typical. This includes Autistic people. ADHD people. People with learning disabilities. Epileptic people. People with mental illnesses. People with MS or Parkinsons or apraxia or cerebral palsy or dyspraxia or no specific diagnosis but wonky lateralization or something.

The term “neurodivergent” is used to describe any individual whose neurological development and functioning is considered to be different from the dominant societal norm, it’s a umbrella term for many types. This includes individuals with autism, ADHD, dyslexia, and other conditions that affect the way a person thinks, learns, and communicates. “Neurodivergence” can be something you are born with, but it can also be acquired during your lifetime. The term is often used as an alternative to the traditional medical model, which often views these conditions as “disorders” or “deficits” that “need to be fixed”. The word ‘disorder’ is the opposite, of what the neurodiversity paradigm is about, and lots of neurodivergents take issue, with being called “disordered”, as this is an interpretation only perceived from a neurotypical standard, and not taking all of humanity into account.

The concept of neurodivergent is closely related to the idea of neurodiversity paradigm, which emphasizes the acceptance and inclusion of individuals with neurological differences. By using the term neurodivergent, individuals with these conditions can identify themselves as part of a community that values and celebrates their unique strengths and abilities. The word is used most often by autistic people, adhd people and dyslectics, but technically spans all humans with a non-typical mind or non-typical cognitive functioning. Diagnosis is not a requisite for being assigned with “neurodivergence”. Part of the reason is limited access neurodivergents may have, to getting a proper diagnosis.

The term neurodivergent also provides a way for individuals to assert their own identity and autonomy, rather than being defined by medical labels or societal expectations. It allows them to express their experiences and perspectives in their own words, and to advocate for the rights and needs of their community.

For the neurodivergent community, the term is important as it helps to break away from the traditional way of thinking, which is often seen as negative and stigmatizing. It helps to promote acceptance and understanding of neurodivergent individuals, and to advocate for the rights and needs of their community, something that the Neurodiversity Movement is all about. It also helps to create a sense of belonging and community, which can be important for individuals who may have felt different and isolated in the past. As the Neurodiversity Foundation’s slogan goes “Neurodiversity, means all of us. And Neurodivergents: that’s family”. In this phrase, the word family, does not relate to a biological family, but to the familiar experience of many neurodivergents, feeling ‘different’. A family of “Odd People”, that is requested by society, to invest much more energy into remaining authentic to themselves.

In education and workplaces, understanding the term neurodivergent can help educators and team members to understand their students or collegaes better and provide the right support, accommodations and inclusive environment for neurodivergent students and workers. It is important to acknowledge that neurodivergent students and employees/teammembers have unique strengths and abilities. In a ideal world education should be tailored to their individual needs. In a ideal world, accomodation for workers, should be tailored to their individual needs. The Neurodiversity Movement, and the Neurodiversity Foundation, works to further that cause.

The term “Neurodivergent” has many alternatives, that are used as well, like ‘neurodistinct’, ‘neurospicy’, ‘neuroqueer’. Some, like Judy Singer, also use “neurominority”. The ongoing debate, about which word, is the best word to descrive neurodivergent people, is ongoing. In the Neurodiversity Foundation, we tend to use the word Neurodivergent, much more than its alternatives.

Neurodivergent versus Neurodiverse

The terms “neurodiverse” and “neurodivergent” are related, but they have slightly different meanings.

“Neurodiverse” refers to a place, not an individual. “Neurodivergent” is an umbrella term that is used to describe individuals with a wide range of neurological differences, such as autism, ADHD, dyslexia, and other conditions that affect the way a person thinks, learns, and communicates. The term “Neurodiverse” multiple neurotypes, and focusses on the presence of neurological differences within a group or place. Just like Biodiversity, does not relate to a individual animal or tree, but to the fact that in an ecosystem, there is a level of diversity within that system.

As Judy Singer puts it: All humans are neurodiverse, because each one of us has a unique brain, comprised of our genetic heritage (Nature) and cultural and experiential recordings (Nurture). Thus it can be seen that Neurodiversity is simply a catchy name  for “Human Nature”. This reminds us that there is an environmental basis for respecting the variability of cognitive differences, both abilities and disabilities.

This has implications for education, and workplaces. If we are going to create Neurodiverse Workplaces, it includes a responsibility to assess such behaviours which are often found in people in leadership positions, to ensure that all are protected from the negative aspects.

The term also emphasizes the idea that neurodivergent conditions are a variation of human diversity, rather than ‘disorders’ or ‘deficits’ as the medical paradigm frames neurodivergent individuals. The word is often used to promote the acceptance and inclusion of individuals with neurological differences, and to recognize and value their unique strengths and abilities, even when its not used in exactly the way the word is defined by. “Neurodiverse” is a word which is often used in the wrong way, by people meaning “neurodivergent”, or another word describing the neurologically distinct. The Neurodiversity Foundation is therefore mild when persons used this term wrong, most people do, but also expects leaders of organizations using these words, to understand what they mean, and not make the confusion worse, by giving credibility to wrong interpretations of the word.

A short explanation could be: A group or place can be neurodiverse, a individual cannnot be neurodiverse. “Neurodiversity” spans all types of humans, both neurodivergent and neurotypical. Or as we say at the Neurodiversity Foundation: “Neurodiversity, means all of us”.

“Neurodivergent” is a more specific term that is often used to describe individuals who have a neurological condition that is considered to be different from the dominant societal norm. The term is often used as an alternative to the traditional medical model, which often views these conditions as disorders or deficits that need to be fixed. It also provides a way for individuals to assert their own identity and autonomy, rather than being defined by medical labels or societal expectations.

All the three terms are important in the neurodiversity paradigm, in promoting acceptance, inclusion and understanding of individuals with neurological differences. In education and workplaces, recognizing and understanding the difference between the terms can help educators and teammembers/laders, to provide the right support, accommodations and inclusive environment for neurodiverse groups and  neurodivergent students or employees/teammembers.

What is the "Neurodiversity Movement"

The neurodiversity movement is a social movement that aims to promote the acceptance and inclusion of individuals with neurological differences, such as autism, ADHD, and dyslexia. The movement challenges the traditional medical model of viewing such differences as disorders or diseases that need to be cured, and instead views them as useful variations in human neurology.

The neurodiversity movement started in the late 1990s and early 2000s, with the rise of self-advocacy groups and online communities of people with autism and other neurological differences, utilizing the Neurodiversity concept coined by sociologist Judy Singer. These communities began to advocate for greater acceptance and understanding of their experiences, and for more inclusive policies and practices in education, employment, and other areas of life.

The main aims of the neurodiversity movement are to promote acceptance, inclusion, and self-advocacy for individuals with neurological differences, to challenge negative stereotypes and misconceptions about these differences, and to push for more inclusive and responsive policies and practices in various areas of society. It started with great autistic representation, and has grown to encompass advocates from all neurodivergent neurotypes. The Neurodiversity Foundation, aims to improve life for all neurodivergents (sometimes abbreviated to “ND”). And we believe that “bridging the gap” between “ND” and “NT” (abbreviated for “Neurotypical”).

The neurodiversity movement also emphasizes the importance of respecting the autonomy and self-determination of individuals with neurological differences, and of recognizing the unique strengths and contributions they can make to society. The movement is important because it highlights that everyone is unique and should be treated with respect and dignity, and it helps to educate society on the fact that having a neurological difference is not a negative thing but can be a rich source of diversity, creativity and knowledge.

What is "Masking"?

Masking refers to the process of hiding or suppressing one’s autistic traits in order to fit in or conform to societal norms. This can include behaviors such as pretending to understand social cues, suppressing stimming (self-stimulatory behaviors), or feigning interest in activities that do not interest the individual.

Masking can be exhausting and emotionally taxing for autistic individuals, as it requires them to constantly suppress their true selves and can lead to feelings of isolation, anxiety, and depression. It can also lead to physical and emotional burnout, as the person is constantly trying to fit in, and sometimes is not able to keep up with the energy it takes.

Furthermore, masking can also be harmful for the people around the individual, as it can create confusion and misunderstandings when the person’s true selves is not being shown. For example, an autistic person who is pretending to understand a conversation may respond in a way that is not appropriate or relevant, which can lead to confusion or frustration for others.

It is important for educators and others to understand that masking can be harmful for autistic individuals and to create an inclusive and supportive environment that accepts and values their unique strengths and abilities. This includes understanding that everyone has different ways of thinking, learning and communicating, and that is okay.

What is "Stimming"

“Stimming” is short for “self-stimulatory behavior,” and it refers to repetitive physical or verbal behaviors that are often used by individuals on the autism spectrum as a way to regulate their emotions, reduce stress, or focus their attention. These behaviors can include things like rocking back and forth, flapping hands, repeating words or phrases, or spinning objects.

Stimming is a natural and normal part of the human experience, and it can be seen in people of all ages and abilities. However, it is often more noticeable and prevalent in individuals on the autism spectrum. For some autistic people, stimming can be a way to process and express their emotions, and to help them cope with overwhelming sensory information or emotional states.

Stimming can also be a way to focus attention and concentration, and it can be an important tool for individuals who have difficulty with traditional forms of attention or focus. For example, a person who is stimming by spinning a toy may be able to focus better on a task or conversation as a result.

It is important to understand that stimming is not a bad or harmful behavior, it is simply a way that some people regulate their emotions and process information. Allies should understand that stimming is a normal and natural behavior, and should not be discouraged or suppressed. Instead, creating an inclusive and supportive environment that accepts and values the unique strengths and abilities of neurodivergent students, including their stimming.

What is "NeurodiversitY Education Academy"?

Neurodiversity Education Academy is the educational branche of the Neurodiversity Foundation. It’s an educational platform focused on awareness, advocacy and capacity building for parents and schools.

In “NEA” we believe that achieving this vision is a process, a journey if you will, and those willing to set out will need good guides, spaces to rest and reflect and good information about where they are going and what is possible.

What is "Neurodiversity In Business"?

NIB is a business forum and industry group for organisations to share industry good practice on ND recruitment, retention and empowerment. We want to support businesses in building a better workplace for Neurodivergent employees, access Neurodivergent talent and support Neurodivergent people to navigate independent, fulfilling careers. We currently count many of the UK’s leading employers among our members and are supported by leading thinkers in Neurodiversity. The Neurodiversity Foundation is a founding member of NIB Netherlands, providing half of the leadership for local efforts.

NiB is a voluntary forum, with no membership fees. Our aim is to work collaboratively with our members to improve conditions for Neurodivergent people in employment.

What is "Neuroemergence"?

Neuroemergence is a virtual gathering space for neurodivergents and allies to come together, share stories, learn from each other, get inspired and convene as a community. We have a focus on “Late Diagnosed Neurodivergent Adults”, and move towards belonging. Self-diagnosis are accepted.

The international NeuroEmergence event has grown out of the want for people to be able to come together and help build a more neurodivergent friendly world and sits proudly amongst a range of activities and events that form the Neurodiversity Pride Day which takes place in June. Informational sessions throughout the year will be organized as well for smaler groups of attendees and community members.

Over three days (during the week of ND Pride Day), we will gather in a virtual space where people from all over the world will be invited to take part in a range of “spaces”.

Most famous writer on Dyslexia

We highly recommend the writings of Judy Singer, both her early as later works. We also recommend Martin Bloomfield as a thought leader in the field.

Hereby we enlist a couple of wellknown books, the Neurodiversity Foundation, does not necessarily agree with the statements in any of these books, but can jumpstart learning more, quickly.

Dr. Sally Shaywitz – A neuroscientist, author, and speaker, who has written several books on dyslexia and neurodiversity, including “Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level” and “The Dyslexia Advantage: Unlocking the Hidden Potential of the Dyslexic Brain”

Dr. Brock L. Eide – A physician and author, who has written several books on dyslexia and neurodiversity, including “The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child’s Confidence and Love of Learning”

Dr. Guinevere Eden – A neuroscientist, author, and speaker, who has written several books on dyslexia and neurodiversity, including “Reading in the Brain: The Science and Evolution of a Human Invention”

Dr. Maryanne Wolf – A cognitive neuroscientist, author, and speaker, who has written several books on dyslexia and neurodiversity, including “Proust and the Squid: The Story and Science of the Reading Brain”

Dr. Linda S. Siegel – A psychologist and author, who has written several books on dyslexia and neurodiversity, including “Dyslexia, Fluency, and the Brain” and “Dyslexia, Reading, and the Brain: Current Directions in Psychological Science”

Dr. Thomas G. West – An educator and author, who has written several books on dyslexia and neurodiversity,

Most famous writer on ADHD

We highly recommend the writings of Judy Singer, both her early as later works. We also recommend Jessica McCabes works. We also recommend Lyric Rivera’s books and works.

If you want to dive deep on ADHD, here is a list of books generally considered influential. The Neurodiversity Foundation does not necessarily agree with any of the statements these writers make: the research on neurodiversity is a bustling frontier of conflicting views, whereupon we constantly learn insights closer to the truth.

1. Sari Solden – A therapist, author, and speaker with ADHD, who has written several books on ADHD, including “Women with Attention Deficit Disorder” and “Journeys Through ADDulthood”

2. Jenara Nerenberg – Divergent Mind: Thriving in a World That Wasn’t Designed for You

3. Nancy A. Ratey – Disorganized Mind: Coaching Your ADHD Brain to Take Control of Your Time, Tasks, and Talents

4. Thom Hartmann – A radio host, author, and speaker with ADHD, who has written several books on ADHD, including “ADHD: A Hunter in a Farmer’s World” and “The Edison Gene: ADHD and the Gift of the Hunter Child”

5. Rick Green – A comedian, author, and speaker with ADHD, who has written several books on ADHD, including “ADD & Me: What I Learned from Having ADD” and “Totally ADD: The Complete, Honest Guide”

6. Dr. Stephanie Moulton Sarkis – A therapist, author, and speaker, who has written several books on ADHD and neurodiversity, including “10 Simple Solutions to Adult ADD” and “The ADHD Workbook for Teens”

7. Judith Kolberg & Kathleen Nadeau – ADD-Friendly Ways to Organize Your Life

8. Tobias Stumpf – Journal of an ADHD Kid: The Good, the Bad, and the Useful

9. Dr. Kelly Brogan – A psychiatrist, author, and speaker, who has written several books on ADHD and neurodiversity, including “A Mind of Your Own: The Truth About Depression and How Women Can Heal Their Bodies to Reclaim Their Lives”

10. Dr. Adrienne Taren – A psychologist, author, and speaker, who has written several books on ADHD and neurodiversity, including “The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being”

11. Dr. Thomas E. Brown – A clinical psychologist, author, and speaker, who has written several books on ADHD and neurodiversity, including “A New Understanding of ADHD in Children and Adults: Executive Function Impairments” and “Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential”

I have a question!

Great! If you think your question may be useful in being answered for others, please contact us, so we can consider adding new questions and answers to this page. You can provide the question to us, via the contact form. Please include in your message, that you nominate your question for this FAQ.

Why do you celebrate Neurodivergent Pride?

Many social movements have made a improvement in society, in waves of ’emancipation’. First waves are considered by the Womens Rights movement, the movements boosting equal rights regardless of skincolor, and more recently, the LGTBQ movement supporting equal rights for people with non-heterosexual orientations and non-cisgender identities. The ‘4rth wave’ is for Neurodivergents, celebrating that their differences are of value, not something to be eliminated from society.

In a time, where most of us deal often with the negative stereotypes created by others, we have chosen a day as a rebuke, a day to shine our light, and remember that each of us has a lot to be proud of.

What are the ideas behind ND Pride day?

Every neurodivergent adds something of beauty to this world, that would otherwise be ‘just NT’. We celebrate each individual, each unique brain, each neurodivergent.

The most important part of ND Pride, is that this is the day for neurodivergent, to reflect on the good that they bring to the world. Which we call ‘you time’.

Since we know that jobs are the most important way to elevate our marginalized group, we are enthusiastic about working with organizations that create jobs or workplaces suitable for neurodivergents. Neurodiversity makes a team stronger, and we hope for a future where this can be accomodated in a effective way.

Can Neurotypical persons join in ND Pride Day celebrations?

The day is organized by, and created for Neurodivergents: Autistics, ADHD’ers, Dyslectics, Tourettians and all that have a neurologically distinct mind. Neurotypicals are allowed to join the celebration, as long as they behave like an ally in support of the day. ND Pride is thereby not a ‘awareness day for neurotypicals to inform themselves’, the day is more of a party of self-acceptance and belongs to neurodivergents.

Does ND Pride Day have to do with anything LGTBQ?

It does not. There are many movements supporting a positive change, and we stand in solidarity with them, like the LGTBQ Pride movement, but also with Autistic Pride, and with Mad Pride. In each of these movements, you will find the wish from a marginalized group to be accepted as they are, and we hope for a world where each of these movements will be succesfull. We visit our collegaes events, support where possible and forge friendships. However: The ND Pride movement, is a movement in its own right, with its own culture, its own ideas and ways to celebrate. Its not the same as other Pride Movements, and its not connected directly to the change they wish to see in the world.

Is ND Pride Day, Brain Awareness Week, NC Week And Dyslexia Week the same?

There are many different days in the year dedicated to neurodivergent people. Each focussing on a different area. Brain Awareness Week for example, is a week of celebrating research. Because the Neurodiversity Foundation supports, and does a lot of it own research, it supports this week, adding our own contribution into the mix, each third week of March.

NCW, short for Neurodiversity Celebration Week is focussed on schools, and ND Pride Day on all neurodivergent individuals and neuroinclusive organisations. NC Week (short for Neurodiversity Celebration Week), was started by the wonderful neurodiversity advocate Siena Castellon, known by the foundation under our nickname “TriCal”, in the same year as ND Pride Day. Her mission was to focus on schools and universities, and offered a ‘pledge’ for schools. Siena left the NC Week in 2023, and the English company Lexxic took over. Siena’s books on autism (like ‘Spectrum girls”) are still highly recommended by the Neurodiversity Foundation, and her type of leadership and clarity was a bright example we aspire to as a team.

The Dyslexia Week, is organized to celebrate Dyslectics. Run non-profit, by, and for neurodivergents, a great week all together.

Other events like this, had been enlisted in the VR Pride Universe, and will be re-enlisted in 2023, but it is currently done “a lot better that how we do it” by the recommended NeuroPride Ireland initiative, who enlists all ND related days in a more comprehensive way.

Why was the date of ND Pride Day changed from 18th to the 16th of June?

We have celebrated the first 5 editions of ND Pride on the 18th of June. We made this choice with their endorsement, as a sign of respect towards the group that inspired us most to start: the founders of Autistic Pride Day. However, since ND Pride has been growing exponentially, and now reaches millions worldwide, we have chosen to move the day of Pride for all neurodivergent kind, towards the 16th of June. And request recognition from the UN World Calender, to become a global day, with this new date, on their calendar.

What is the long term goal of ND Pride?

We work to have ND Pride Day put on the United Nations World Calendar. We hope this facilitates the ability to introduce this day of pride for all neurodivergents, into each country worldwide. We also hope that introducing this day on a global scale, will reduce the stigma in area’s where this is reducing neurodivergents ability to be accepted and thrive in life.

Is neurodivergency hereditary?

Neurodiversity is the concept that neurological differences, such as autism, ADHD, and dyslexia, are a natural variation in the human population and should be considered as a normal aspect of diversity, rather than a disorder. Research suggests that neurodiversity is likely influenced by both genetic and environmental factors. Studies have shown that autism, ADHD, and dyslexia have a strong genetic component, with multiple genes associated with each condition. In autism, for example, the current research states a 80% genetic component, with other environmental components still being researched. So, while neurodivergency often has major genetic components, it’s important to note that genetics is not the only factor, and environmental factors, can also play a role in the development of these condition.

Autistic? Or Person with Autism?

Most individuals on the autism spectrum prefer “identity-first language” over “person-first language” when describing themselves. This means they prefer to be referred to as “autistic person” rather than “person with autism.” Many non-autistics still use ‘person-first language’, which is the most used way amongst neurotypicals.

The reason for this preference is that autism is an inherent and integral part of the individual’s identity, it is not something that can be separated from the person. Using identity-first language acknowledges and respects the person’s autism as a fundamental aspect of who they are, rather than treating it as an impairment or a disease.

Additionally, person-first language can sometimes be seen as minimizing or distancing the individual from their autism. It may suggest that autism is something to be ashamed of or that it is not something that the person wants to be associated with. In research, people feeling ‘shame’ will use PFL more often, where people feeling pride or acceptance, will use IFL more often.

It is important to note that everyone has the right to self-identify and use the language that they prefer, some may prefer person-first language. As a teacher, it is important to ask and respect the preference of the individual and use the language that they prefer.

How many Neurodivergents Worldwide?

It is difficult to provide an exact percentage of the proportion of neurodivergent individuals in the world, as the definition of neurodiversity and the criteria used to diagnose conditions such as autism, ADHD, and dyslexia can vary depending on the source. The traditional perspective adds up to 15% in most tallies. However, the Wide Scope, would include a much larger portion of society. Additionally, there is often underdiagnosis and lack of access to services in some countries, which can make it difficult to accurately estimate the prevalence of these conditions. The Neurodiversity Foundation considers the “Wide Scope” perspective, with a most likely minimum of 15% of humanity, with the caveat that this percentage can be considered much higher in the actual world. We consider ‘self-diagnosed’ neurodivergents as valid, while these would not be included in the data used. The Neurodiversity Foundation also considers ‘giftedness’, ‘ocd’ and other lesser known neurodivergencies as part of the broader neurodistinct family, just as individuals with ‘acquired’ neurodivergence.

Some debateble numbers:

According to the World Health Organization (WHO), it is estimated that about 1 in 60 individuals globally are autistic. The CDC estimates that about 1 in 54 children have been identified with autism spectrum (ASC), with numbers based on 2016 data.

As for ADHD, the National Institutes of Health (NIH) reports that an estimated 5% of children worldwide are ADHD people. While the prevalence of ADHD varies across different countries, it is estimated that around 8% to 11% of school-aged children in the United States are ADHD people.

For dyslexia, it is estimated that about 15-20% of the population has some form of dyslexia. These are rough estimates and it can vary in different populations and countries.

It’s important to keep in mind that these estimates are rough and may vary depending on the population and the criteria used for diagnosis. Additionally, neurodiversity includes other neurological conditions as well such as dyscalculia, dyspraxia, dysgraphia and others, which can also are a significant portion of the population. The numbers, are the numbers, and these are debatable, depending on data used, criteria used, and definitions used, which is why nobody agrees to an exact number.

It is also important to remember that neurodivergent individuals are a diverse group, and the percentages and estimates are only rough approximations. It is even more important to understand that neurodivergent individuals should not be defined by statistics, but rather they should be valued and respected for their unique strengths and abilities.

Interpretations on who is "Neurodivergent"

Since “Neurodiversity” is not an exact science, and the debate over its definition is ongoing, there is a lot of confusion as to who belongs to the neurodivergent group, and who does not. Judy Singers interpretation, is the correct one, which looks most like the ‘wide scope’ variant, this is the definition we use as an organization. As a foundation, we also adhere to the definition of Kassiane Asumasu of neurodivergent, but we see 3 main interpretations in the broad field of opinions in ‘who is considered neurodivergent’.

The main branches, as we witness them currently, are:

– Traditional perspective = ND is ASD+ADHD+DYS+TOURETTE only.

– Born ND perspective = All neurocognitive variances the individual is born with. This excludes ‘depression’, and other neurocognitive functioning that is acquiered, as a result of life events. It includes all lesser known “neurodivergencies” like giftedness.

Wide ND Scope = All individuals with neurocognitive functioning that does not fit the societal dominant standard, regardless of whether its ‘born’ of ‘acquiered as a result of life events’. This includes neurocognitive functioning as a result from a physical ability, like “acquired brain injury”.

These differences in perspectives, exist, partially to serve the specific needs on the usecase at hand, or to explain complex concepts in more simplified ways. However, as a foundation, we stand with the originators of the concepts and their definitions: Judy (nicknamed as “The Elder”) and Kassiane (nicknamed as “The Activist”).

ND Advocates worth following

There are many wise advocates worth investigating and following. The list of the Neurodiversity Foundation of favorites, is a small selection of the many greats putting in the work that we worked with in our projects or have been admiring for years. If you feel others should be included, please write us a email or a message through the contact form.

Advocates we love, and worked with are:

Siena Castellon, Dusty Chipura, Helen Davies, Judy Singer, Tjerk Feitsma, Siobhan Lamb, Shannon Russel, Stephen Emmanuel, Barb Cooks, Dan Harris, Jean Hewitt, Saskia Wenniger, Alex Brooks, Lana Jelenjev, Martin Bloomfield, Helen Read, Shelly Collins, Dorsey MsFadden, Stephanie Raber, Georgia Kyriakopoulos, Lyric Rivera, Neurodivergent Lou, Cortland Nesly, Nanda Rommelse, Danielle Yaor, Jill Corbyn, Renee Tentori, Thomas Armstrong, Suzanne Agterberg, Thijs Waardenburg, Jelle van Dijk, Ray Berry, Amanda Kirby, Will Wheeler, Rachel Worsley, Babs Geurts, Adrie van der Meer, Silvia Stuurman, Chris Bonello.

Others we love: Jamie Hedel, Leanne Maskell, Nancy Doyle, Jeremy Andrew Davis, Irene Hendrikson, Jopie Lok, Anne van der Beek, Ellie Middleton, Kate Halpin, Imane Moussane, Jess Meredith, Rebecca Garside,

More can be found on our websites as well as in the partyroom and friendsroom of the Pride Universe of the Neurodiverse.

 

Most famous writer on ASD

We highly recommend the writings of Judy Singer, both her early as later works. We also recommend Siena Castellons books. We also recommend Lyric Rivera’s books and works.

If you want to dive deep on autism, here is a list of books generally considered influential. The Neurodiversity Foundation does not necessarily agree with any of the statements these writers make: the research on neurodiversity is a bustling frontier of conflicting views, whereupon we constantly learn insights closer to the truth.

1. Temple Grandin – An autism self-advocate, animal scientist and author of several books, including “Thinking in Pictures” and “The Autistic Brain.

2. Liane Holliday Willey – An autism self-advocate, author and educator, who has written several books including “Pretending to be Normal” and “Asperger Syndrome in the Family: Redefining Normal.”

3. Alex Platow – An autism self-advocate, speaker and author of “The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment”

4. Ari Ne’eman – An autism self-advocate, social entrepreneur, and author of “The Real Experts: Readings for Parents of Autistic Children”

5. Jim Sinclair – An autism self-advocate and co-founder of the Autism Network International, author of “Don’t Mourn for Us”

6. Steve Silberman – An author of “NeuroTribes: The Legacy of Autism and the Future of Neurodiversity”Alis Rowe – An autism self-advocate, writer, and founder of the website “The Curly Hair Project”

7. John Elder Robison – An autism self-advocate, author and speaker, who has written several books including “Look Me in the Eye: My Life with Asperger’s”

8. Amanda Kirby & Theo Smits – Neurodiversity at work

9. Michelle Sutton – An autism self-advocate, author and speaker, who has written several books including “The ABCs of Autism Acceptance”

10. Naoki Higashida – An author of “The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism”

11. Paul Isaacs – An autism self-advocate and author of “The Aspie Teen’s Survival Guide”

12. Ruth Isaac – An autism self-advocate, author and speaker, who has written several books including “The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment”

13. Sally J. Rogers – An author of “Interactive Autism Network’s A Parent’s Guide to High-Functioning Autism Spectrum Disorder”

14. Wendy Lawson – An autism self-advocate, author and speaker, who has written several books including “Sex, Sexuality

15. Silvia Stuurman – Autisme is geen puzzle (dutch)

The ND Pride Education Campaign is a structured educational initiative designed to help students understand neurodiversity in a clear, accessible, and age-appropriate way.

Most schools still don’t teach what neurodiversity is, how different brains work, or why inclusion matters—leaving many students to navigate these topics socially, where misunderstanding can easily turn into stigma, bullying, or silence.

The campaign provides classroom-ready lesson materials and educational resources that support awareness, respect, and inclusive thinking. Designed for use in schools, classrooms, awareness weeks, special events, and teacher-led discussions, the program helps create a more informed and supportive environment for neurodivergent students.

The Anti-ABA Campaign is an advocacy and awareness initiative that critically examines Applied Behavior Analysis (ABA) and its impact on neurodivergent people, particularly autistic individuals. While ABA is often promoted as a standard, evidence-based, and necessary form of support, many autistic people and advocates have shared lived experiences that raise serious ethical concerns about its methods and long-term effects.

Harmful practices can persist when they become normalized, institutionalized, and rarely questioned in public discussions. This campaign centers the voices and experiences of neurodivergent individuals, challenges dominant narratives around behavioral intervention, and creates space for open, informed dialogue about ethics, consent, autonomy, and wellbeing. It is designed for use in advocacy work, education and training, policy discussions, and broader community conversations about neurodiversity and support practices.

The What’s STRONG With You? Campaign is an awareness and culture-change initiative built around a simple but powerful shift in perspective: moving from asking “What’s wrong with you?” to “What’s strong with you?” Too often, schools, workplaces, healthcare systems, and support services focus primarily on deficits—what needs fixing, what is not working, or what is missing—even when the intention is to help.

Over time, people can become defined by problems, gaps, and limitations, shaping both identity and expectations in damaging ways. This campaign encourages a strengths-based approach by reframing language, changing the questions we ask, and inviting people to see neurodivergent individuals through the lens of capability, potential, and contribution.

Through storytelling, public engagement, and practical resources, the campaign supports more positive and empowering conversations in schools, workplaces, coaching environments, public awareness initiatives, and community discussions.

The We’re Nuts Campaign is a bold public awareness campaign that challenges the way neurodivergent people are labeled, perceived, and dismissed by reclaiming language that has often been used against them.

Neurodivergent individuals are frequently subjected to dismissive language, pathologizing labels, and casual insults that shape not only perception, but also behavior, treatment, and social acceptance.

When harmful language goes unchallenged, it reinforces stigma, dehumanizes difference, and helps justify exclusion. This campaign confronts that dynamic directly by reclaiming charged language, flipping its meaning and perspective, and creating powerful moments of reflection, discomfort, and conversation.

Through public storytelling and unapologetic messaging, the campaign encourages people to question the words they use and the assumptions behind them. Designed for awareness campaigns, education and training, social media engagement, and public discourse, it is intended to spark conversations that are often avoided rather than soften them.

The Political Parties Assessment Framework is a structured evaluation tool designed to assess how political parties approach neurodiversity, inclusion, and related policy issues. Political commitments in these areas are often vague, difficult to verify, and hard to compare, making it challenging for voters, advocates, and stakeholders to understand where parties truly stand or what impact their policies may have in practice.

The framework provides clear evaluation criteria focused not only on public statements, but also on policy detail, implementation, accountability, and measurable action. By using comparative and evidence-based analysis, it helps separate rhetoric from genuine commitment and supports more informed public discussion around neurodiversity and inclusion in politics.

The framework is intended for use in policy analysis, advocacy work, public awareness initiatives, and efforts to strengthen political transparency and accountability.

Check-In Prompts for Children is a supportive card set designed to help children recognize, understand, and express their feelings, needs, experiences, and internal body signals—such as stress, hunger, overwhelm, or emotional states—in ways that feel accessible and safe.

Children are often expected to explain complex emotions clearly, self-regulate quickly, and communicate like adults, even when they may not yet have the language, confidence, or emotional awareness to do so. Without the right support, this can lead to frustration, misunderstandings, shutdowns, or distressed behavior.

The card set uses simple and flexible prompts that allow children to communicate verbally, visually, emotionally, or in whatever way works best for them, without pressure or “right” answers. Available in multiple languages and adaptable across different settings, the prompts are designed to encourage connection, understanding, and emotional awareness.

They can be used in home environments, classrooms, therapy and support settings, or as part of everyday check-ins and conversations.

The Interoceptive Awareness Cards are a reflective card set designed to help people recognize, understand, and respond to internal body signals such as hunger, stress, fatigue, tension, overwhelm, and emotional states.

Many people—particularly neurodivergent individuals—can struggle to notice these signals, interpret what they mean, or understand how to respond to them in supportive ways.

Without this awareness, needs may go unrecognized until they become intense, leading to overwhelm, shutdown, burnout, or difficulty with self-regulation. The cards provide gentle prompts and accessible language to help identify internal sensations, build self-awareness, and develop a clearer understanding of physical and emotional states over time.

Designed for flexible and self-paced use, they can support personal reflection, therapy and coaching sessions, educational environments, and everyday regulation and awareness practices.

The Strengths-Based IEP Tool is a practical resource designed to support the development of Individual Education Plans (IEPs) that focus on a student’s strengths, context, and genuine support needs rather than only deficits or areas requiring correction.

Traditional IEP processes often center on gaps, challenges, and behaviors to “fix,” which can shape how students are perceived and treated within educational systems. As a result, many students are reduced to problems to manage, behaviors to correct, or targets to improve, rather than being understood as whole individuals with abilities, interests, and potential.

This tool encourages a strengths-first approach by helping educators and support teams build more balanced, respectful, and effective plans through structured prompts and contextual understanding.

Flexible enough to work across different educational systems and settings, it is designed for IEP development, educator training, inclusive education strategies, and collaborative conversations between schools and families.

The Neuroinclusive Listening Cards are a practical tool designed to help people develop listening skills that better respect and understand neurodivergent communication styles.

Traditional ideas about listening often focus on waiting for a turn to speak, interpreting quickly, or responding efficiently, but this can overlook what meaningful understanding actually requires. Conversations frequently break down when people feel misunderstood, communication signals are misread, or assumptions are used to fill in gaps instead of genuine curiosity and attention.

The cards use guided prompts, reflective scenarios, and practical exercises to encourage slower, more intentional listening that prioritizes understanding over immediate response. By challenging default assumptions and helping people pay closer attention to different communication styles, the tool supports more respectful, effective, and inclusive interactions.

It is designed for use in training sessions, workshops, team communication exercises, facilitation settings, and personal development contexts.

The Post-Traumatic Growth Cards are a reflective card set designed to support thoughtful exploration after difficult or traumatic experiences, without forcing positivity, resolution, or narratives of “growth.”

Conversations around trauma often frame growth as expected, inevitable, or even necessary, which can leave people feeling pressured to find meaning too quickly, reframe pain before they are ready, or demonstrate resilience in ways that feel performative or invalidating.

These cards take a different approach by creating space for complexity, contradiction, uncertainty, and honest reflection without judgment or expectation. Through gentle prompts and self-paced exploration, the cards encourage people to engage with their experiences in whatever way feels appropriate for them, at any stage of their journey.

Suitable for personal reflection, therapeutic or coaching settings, group facilitation, and slow, supported exploration, the cards are designed to prioritize emotional safety, autonomy, and authenticity over forced optimism.

The Brain Strengths Card Deck is a card-based reflection tool designed to help people identify, understand, and talk about their strengths in a way that feels natural, flexible, and free from judgment.

Many traditional strengths tools can feel more like tests, evaluations, or subtle performance reviews, which often causes people to shut down rather than engage openly. People frequently struggle to describe their strengths because the language around strengths is limited, success is often tied only to measurable output, and speaking positively about oneself can feel uncomfortable or performative.

This card deck takes a different approach by encouraging exploration instead of assessment. Each card represents a different type of strength and includes open-ended prompts, reflections, and conversation starters that support curiosity, self-awareness, and discussion without scoring, ranking, or pressure.

Designed for both individual and group use, the deck can be used in coaching sessions, team workshops, educational settings, and personal reflection practices to help people recognize strengths in a more human and meaningful way.

The Post-Traumatic Growth & Neurodivergence publication explores how neurodivergent people experience trauma, recovery, adaptation, and growth in ways that are often overlooked or misunderstood.

Discussions around trauma are frequently framed as linear journeys focused on overcoming adversity, becoming stronger, or finding meaning through suffering, but these narratives can feel unrealistic, invalidating, or even harmful for many people.

Neurodivergent individuals are often pressured to “grow” from harmful experiences, reframe pain as progress, or find positive meaning before they are ready—or when no clear meaning exists at all. This publication takes a more nuanced approach by examining trauma without simplifying it, creating space for non-linear recovery, and validating the complexity, contradiction, and uncertainty that can accompany healing.

Rather than promoting forced optimism, it encourages honest reflection and deeper understanding of how neurodivergence can shape experiences of trauma and recovery. The publication can be used for personal reflection, educational and awareness purposes, coaching and therapeutic contexts, and for supporting others in more compassionate and realistic ways through recovery processes.

The Interest-Based Nervous Systems publication explores how attention, motivation, and engagement often function differently in neurodivergent people, particularly when driven by interest, meaning, curiosity, or emotional relevance rather than obligation alone.

Motivation is frequently misunderstood as a matter of discipline, willpower, consistency, or effort, but these explanations often fail to reflect how many neurodivergent nervous systems actually operate. As a result, people are commonly labeled as lazy, unmotivated, unreliable, or inconsistent when, in reality, their capacity for focus and activation is closely tied to interest, urgency, novelty, connection, or personal significance.

This publication explains the concept of interest-based activation, challenges traditional effort-based models of productivity and motivation, and provides a more accurate framework for understanding engagement and attention regulation. By connecting neuroscience, lived experience, and practical insight, it helps reframe behaviors that are often misinterpreted through deficit-based perspectives.

The publication is designed for use in education and awareness, workplace and school adaptations, personal understanding, coaching, and support contexts.

The Your Brain, Your Flow guide explores how attention, energy, focus, and productivity naturally fluctuate through a neurodiversity-informed lens. Most workplaces, schools, and systems are built around assumptions of consistent focus, linear productivity, and predictable output, but for many people—especially neurodivergent individuals—this does not reflect how their minds and nervous systems actually function.

As a result, people are often judged for fluctuating energy levels, inconsistent output, or non-linear patterns of attention instead of being supported to understand the underlying rhythms behind those experiences. This guide helps people identify their natural cycles of focus and energy, recognize the conditions that support flow and engagement, and reframe inconsistency as something meaningful rather than as failure or lack of effort.

By aligning expectations, work patterns, and environments more closely with real human variability, the guide supports more sustainable and effective ways of functioning. It is designed for personal reflection and planning, workplace and study adjustments, coaching and facilitation contexts, and burnout prevention.

The Beyond Words publication explores communication beyond traditional spoken or written language, focusing on the many ways neurodivergent people express themselves, process information, connect with others, and relate to the world in ways that are often overlooked, misunderstood, or misread.

Communication is commonly defined through narrow expectations such as verbal fluency, eye contact, quick social responses, or conventional body language, and anything outside those norms is frequently labeled as a deficit rather than recognized as a different communication style. As a result, many people are misunderstood because their signals are not recognized, their communication does not match social expectations, or silence and non-traditional expression are incorrectly interpreted as disinterest, confusion, or lack of capability.

This publication expands the definition of communication by exploring non-verbal expression, alternative communication methods, sensory and relational communication, and the complexity behind how people convey meaning and intent. It challenges assumptions about what “clear” communication looks like and provides language for experiences that are often invisible or difficult to describe.

Designed for education and training, communication support contexts, personal reflection, and improving relational understanding, the publication encourages more inclusive and accurate ways of understanding human connection and expression.

The What I Wish You Knew (EN / NL) publication is a collection of personal reflections and firsthand perspectives from neurodivergent people, sharing what they wish others truly understood about their experiences, needs, and ways of moving through the world.

Neurodivergent lives are often misunderstood, oversimplified, or explained by others instead of being heard directly from the people living those experiences themselves. Without authentic firsthand perspectives, assumptions easily fill the gaps, misunderstandings become normalized, and harmful beliefs or behaviors can persist unnoticed. This publication creates space for honest, unfiltered voices that bridge the gap between lived experience and understanding, offering insight into realities that are frequently invisible or difficult to explain.

Through personal storytelling and accessible language, it encourages empathy, reflection, and more informed conversations around neurodiversity. Designed for awareness and education, training and facilitation, personal reflection, and starting meaningful or difficult conversations, the publication helps bring neurodivergent perspectives to the center of the discussion rather than the margins.

The HOPEful Conversations guide is designed to support meaningful, respectful, and more constructive conversations around neurodiversity, identity, support needs, and human difference. Important conversations in these areas often break down because people struggle to find the right language, fear saying the wrong thing, or feel that the emotional stakes are too high.

Without structure or support, discussions can quickly become defensive, avoidant, harmful, or may not happen at all. This guide provides practical conversation prompts, reflective frameworks, and accessible language to help people navigate sensitive topics with greater understanding, dignity, and care. It also offers approaches for handling disagreement, misunderstanding, and emotional complexity without reducing people to stereotypes or assumptions.

By emphasizing agency, respect, and human connection, the guide helps create safer and more productive conversations across a wide range of contexts. It is designed for workplace discussions, family conversations, educational and facilitation settings, and personal relationships.

The Executive Functioning Unlocked guide explores executive functioning through a neurodiversity-informed lens, moving away from deficit-based models that frame executive functioning as simply a list of skills a person “lacks” or must train into compliance.

Traditional approaches often ignore the role of context, environment, stress, motivation, sensory load, and nervous system regulation, leading many people to be unfairly judged for inconsistency, fluctuating focus, difficulty starting tasks, or struggles with completion and organization. Rather than treating these experiences as personal failings, this guide examines executive functioning as something deeply connected to context, energy, meaning, and support systems.

It helps identify patterns, triggers, and barriers while offering alternative and more flexible ways to structure tasks, expectations, and environments without attaching moral judgment to productivity or performance. Designed to support understanding instead of shame, the guide can be used for personal reflection, educational and support settings, workplace adjustments, and coaching or mentoring conversations.

The Beyond Burnout publication explores burnout through a neurodiversity-informed lens, focusing on the systemic and environmental factors that contribute to burnout rather than framing it as personal weakness, poor stress management, or a temporary lapse in resilience.

Burnout is often misunderstood as an individual problem to solve through better habits or short-term recovery, but many neurodivergent people experience repeated cycles of overextension, collapse, recovery, and burnout again because the underlying mismatches in expectations, environments, and support systems remain unchanged. This publication reframes burnout as a response to chronic systemic mismatch rather than personal failure, helping readers identify early warning signs, recognize recurring patterns, and understand the deeper conditions that drive exhaustion and overwhelm.

It also explores recovery in ways that go beyond the traditional “rest and return” model, challenging productivity-first narratives that prioritize output over wellbeing and sustainability. Designed for personal reflection, workplace conversations, coaching and support settings, and policy or wellbeing initiatives, the publication encourages more realistic, compassionate, and sustainable approaches to work, support, and recovery.

The Thriving at Work guide is a practical resource for building genuinely neuroinclusive workplaces by focusing on team design, communication systems, leadership practices, and organizational structures rather than placing the burden solely on individual adjustment. Many workplace neurodiversity initiatives focus heavily on accommodations or celebrating “neurodivergent talent” while leaving the underlying systems, expectations, and working environments unchanged. As a result, neurodivergent employees often continue to experience overload, unclear communication, constant friction, and preventable stress, while these challenges are frequently misread as personal performance or attitude issues rather than signs of systemic mismatch. This guide takes a broader and more sustainable approach by rethinking workplace norms, offering practical adjustments to communication and workflow structures, emphasizing leadership responsibility, and supporting healthier team design that works for a wider range of people. Rather than treating inclusion as an individual exception process, it encourages organizations to build environments where different working styles can genuinely thrive. The guide is designed for team discussions, HR and policy development, leadership alignment, organizational redesign, and wider workplace inclusion initiatives.

The What’s ALIVE in You? publication is a reflective exploration of camouflaging, burnout, survival, and the process of reconnecting with what feels real, meaningful, and alive underneath years of adaptation. Masking is often treated as a skill, a necessity, or even a success strategy, particularly for neurodivergent people navigating environments that reward conformity. What is far less acknowledged is the long-term cost of constantly performing, suppressing needs, or disconnecting from oneself in order to cope.

Many people eventually reach a point where the strategies that once helped them survive stop working. Functioning becomes unsustainable, exhaustion deepens, and life can begin to feel emotionally flat, disconnected, or unreal—yet the response they often receive is to try harder, stay productive, or keep pushing through. This publication creates space to explore those experiences without judgment or forced positivity.

Through reflections on masking and survival, language for disconnection and depletion, and gentle prompts that help people notice what still feels present underneath the exhaustion, the publication supports honest self-exploration at a self-directed pace. Designed for individual reflection, burnout recovery, coaching or group settings, and identity-focused work, it makes space for uncertainty, ambivalence, and the complexity of rebuilding connection with oneself.

The What’s STRONG With You? (Journal for Teens) is a guided reflection journal designed to support neurodivergent teenagers as they navigate identity, pressure, self-understanding, and the challenges of growing up in systems that constantly evaluate them. Teens are surrounded by expectations from schools, peers, social media, and adults, and are often expected to explain who they are before they have had the chance to fully understand themselves. As a result, many end up masking heavily, internalizing blame, disconnecting from their own needs, or feeling pressured to fit into definitions that do not reflect their real experiences.

Most self-development tools expect a level of clarity, confidence, or emotional insight that many teenagers are still developing. This journal takes a different approach by offering short, accessible prompts that encourage exploration without pressure or judgment. It creates space for writing, drawing, non-linear thinking, and personal reflection while focusing on energy, interests, boundaries, and self-awareness rather than performance or “fixing” behavior.

Designed to be flexible and self-paced, the journal has no required order, no expectation of completion, and no “correct” way to use it. It is intended for private reflection, optional supported use with trusted adults, coaching or educational settings, and as a companion to meaningful conversations rather than a replacement for them.

The What’s STRONG With You? Toolkit is a practical resource built around a simple but powerful shift in perspective: moving from asking “What’s wrong with you?” to “What’s strong with you?” Many systems—including education, workplaces, healthcare, and support environments—default to deficit-based thinking by focusing primarily on what needs fixing, what is not working, or what is missing, even when the intention is to be supportive. Over time, this shapes how people see themselves and how others see them.

The toolkit is designed to help challenge that mindset by reframing questions, language, and conversations around strengths, capability, potential, and human variation. Through practical tools, storytelling, reflective prompts, and engagement activities, it encourages people to look beyond deficits and build more balanced, respectful, and empowering ways of understanding neurodivergence and identity.

Designed for flexible use across different environments, the toolkit can support schools and educational settings, workplace culture initiatives, public awareness campaigns, coaching, facilitation, and community conversations. Rather than offering a one-size-fits-all model, it provides adaptable resources that help create more strengths-based and inclusive interactions in everyday life.

The NeuroEmergence Program is designed for people navigating the identity shifts that can happen after discovering, recognizing, or being diagnosed as neurodivergent. Recognition is often described as a moment of clarity or relief, but for many people it also brings grief, anger, confusion, exhaustion, or a deep re-evaluation of past experiences. After that initial realization, many are left without meaningful support for what comes next.

The program focuses not just on understanding neurodivergence, but on rebuilding a relationship with oneself after years of masking, misunderstanding, survival strategies, or unmet needs. It creates space for reinterpreting past experiences, understanding the emotional and physical costs of masking, redefining boundaries and identity, and making sense of the complexity that can emerge during this process. Rather than pushing people toward a fixed outcome, the program recognizes that identity shifts are deeply personal, non-linear, and often emotionally layered.

Designed to support people at different stages of self-recognition and change, the NeuroEmergence Program can be used during post-diagnosis adjustment, burnout recovery phases, identity transitions, and facilitated group environments. It offers space for reflection, exploration, and rebuilding without pressure, forced timelines, or expectations about who someone should become.

The EFURM Program is a program focused on energy, regulation, and long-term sustainability for neurodivergent people. It is not about productivity hacks, constant self-optimization, or pushing people to perform beyond their limits. Instead, the program centers on building ways of living and working that are actually sustainable over time, both emotionally and physically.

Many systems teach people to push through exhaustion, ignore discomfort, disconnect from their needs, and treat burnout as a personal failure rather than a warning sign. For neurodivergent people especially, this often creates repeated cycles of overextension, collapse, recovery, and burnout again. The program challenges those patterns by helping people better understand energy variability, recognize overload and shutdown patterns, separate self-worth from output, and redesign expectations in more realistic and supportive ways.

Through reflection, practical frameworks, and sustainable approaches to regulation and recovery, the EFURM Program supports people in rebuilding rhythms that work with their nervous system rather than against it. It is designed for personal development, coaching and facilitation settings, workplace wellbeing initiatives, and long-term recovery and sustainability journeys.

The Facilitator / Trainer Course is designed for trainers, educators, facilitators, and professionals who want to teach neurodiversity in a responsible, ethical, and meaningful way. The course is built on a simple principle: how neurodiversity is taught matters just as much as what is being taught. Even well-intentioned training can cause harm when complex lived experiences are oversimplified, reduced to slogans, or delivered without awareness of power, consent, and context.

Many neurodiversity training environments unintentionally create problems such as forced disclosure, tokenizing lived experience, extracting emotional labor from neurodivergent people, or presenting overly simplistic narratives that erase complexity. This course addresses those risks directly by exploring the ethics of facilitation, power dynamics in learning spaces, consent-based teaching practices, and ways to navigate discomfort, disagreement, and emotionally charged discussions with care and professionalism.

The course also focuses on translating neurodiversity theory into practical, real-world application across different environments and audiences. It is designed to help organizations train internal facilitators, improve the quality and integrity of neurodiversity education, professionalize facilitation practices, and prepare people to confidently deliver NEA content in ways that are respectful, informed, and sustainable.

The Educator / School Track is a course designed for teachers, school staff, and education professionals who want to embed neurodiversity into everyday teaching practice rather than treating inclusion as a separate initiative or occasional accommodation. The course focuses on turning inclusion from intention into practical, sustainable action within real classrooms and school systems.

Teachers are often told to “be inclusive” without being given the time, tools, flexibility, or structural support needed to make that possible. As a result, many educators are left trying to improvise within rigid systems that were not designed with neurodivergent students in mind. This course addresses that gap by providing practical, reality-based approaches that help educators better understand how learning, communication, sensory experiences, and regulation can differ across students.

The course explores neurodiversity-informed learning models, classroom and sensory design, rethinking expectations and assessment methods, and improving communication with students and families. Rather than offering abstract theory alone, it focuses on practical shifts that can be applied within existing educational environments. It is designed for teacher training and professional development, whole-school inclusion strategies, classroom-level improvements, and wider education reform initiatives.

The Leadership & Neuro-Inclusion course is an advanced program designed for leaders, executives, boards, and decision-makers who want to understand how power, systems, and organizational norms shape inclusion in practice. This course is not centered on empathy alone—it focuses on responsibility, accountability, and the reality that inclusion is ultimately shaped by leadership decisions, priorities, and structures.

Many inclusion efforts fail because responsibility is delegated downward while the systems, assumptions, and power structures that create exclusion remain untouched. Organizations often invest in awareness campaigns or individual accommodations while leadership practices, decision-making processes, and institutional norms continue to reinforce the same barriers. This course challenges leaders to examine the systems they shape and the unintended consequences of the environments they create.

Through exploration of power dynamics, hidden leadership assumptions, structural versus interpersonal inclusion, and real-world case reflections, the course encourages leaders to move beyond performative inclusion toward meaningful organizational change. It is designed for leadership teams, boards, organizational transformation initiatives, stalled inclusion efforts, and periods of growth or structural change where long-term cultural direction is being shaped.

The Neurodiversity Fundamentals course is a foundational program designed to explain neurodiversity as a practical, ethical, and systemic framework rather than simply a collection of diagnoses or labels. It gives individuals, teams, and organizations a clearer way to understand neurodiversity in real-world contexts, beyond trends, assumptions, or oversimplified awareness messaging.

Many people encounter neurodiversity through fragmented online content, medical models without social or environmental context, or workplace initiatives that prioritize buzzwords over understanding. The result is often confusion, resistance, shallow adoption, or conversations that quickly become disconnected from lived reality. This course creates a stronger shared foundation by introducing a common language and framework that can support more informed, grounded, and sustainable discussions about neurodiversity and inclusion.

The course explores core concepts of neurodiversity and human variation, the relationship between traits, identity, and environment, common myths and misconceptions, and the real-world implications for workplaces, education systems, and policy development. Combining theory with practical reflection, it is designed to be used as a starting point for teams and organizations, before implementing inclusion initiatives, to align groups with different levels of understanding, or as a reset point when conversations around neurodiversity have become confused, reactive, or unproductive.

The Brainy App is an educational app designed to help children, families, and educators understand neurodiversity in simple, relatable, and accessible ways. Rather than relying on clinical language or oversimplified slogans, the app helps turn complex ideas about brain differences into conversations that children and adults can actually engage with and understand together.

Neurodiversity is often explained either through medical jargon that feels distant and confusing, or through overly simplified messaging that loses nuance and meaning. Neither approach works particularly well for children who are still developing their understanding of themselves and others. The Brainy App bridges that gap by using strengths-aware explanations, visual metaphors, interactive content, and guided conversation prompts that make abstract concepts easier to explore in everyday life.

Designed to build shared understanding rather than assign labels, the app encourages curiosity, empathy, and open discussion around different ways of thinking, learning, feeling, and communicating. It can be used to start conversations with children, support classroom discussions, help families develop shared language, and explore brain differences without requiring diagnosis-focused frameworks.

The Stride App is a personal support tool designed to help people navigate daily life with more structure, awareness, and flexibility—without turning self-support into a productivity contest. Rather than focusing on constant optimization or performance, the app is built around the idea of creating gentle structure without pressure, helping people stay oriented in ways that feel sustainable and adaptable.

Many support and productivity tools rely heavily on tracking systems, streaks, accountability pressure, scoring, and optimization models. While those approaches can work for some people temporarily, they often become overwhelming, guilt-inducing, or unsustainable over time—especially for neurodivergent users navigating fluctuating energy, executive functioning challenges, or burnout. Stride takes a different approach by using gentle prompts instead of deadlines, reflection instead of scoring, and flexible structures that users can adapt, pause, ignore, or return to as needed.

The app is designed to meet people where they are on any given day, without moralizing productivity or attaching worth to consistency. It can help users notice patterns in energy and focus, create light structure without rigidity, maintain orientation during difficult periods, and support everyday functioning in a more compassionate and realistic way. Designed for flexible use, Stride encourages people to dip in and out based on need rather than pressure or obligation.

The NEA Community App is a dedicated community space designed to support people before, during, and after participating in NEA courses and programs. It focuses on the in-between moments where real learning, reflection, and integration often happen—after the workshop ends, once the initial emotions settle, or when questions only begin to surface later in everyday life.

Too often, learning experiences lose momentum as soon as a course finishes, a workshop ends, or a discussion channel becomes inactive. People lose connection, context, and the opportunity to continue processing ideas in ways that feel meaningful and applicable to real situations. The NEA Community App is designed to extend learning beyond the formal session by creating quieter, more sustainable spaces for ongoing reflection and connection.

The app includes course-linked discussion spaces, ongoing facilitator presence, shared resources, reflective conversations, and asynchronous participation that allows people to engage at their own pace without pressure to constantly contribute or perform. Rather than creating noise or demanding engagement, it provides space for people to think, revisit ideas, ask questions when they genuinely arise, stay connected across cohorts, and share experiences without needing everything to be polished, immediate, or fully figured out.

The Friends Fire ecosystem is a digital space for connection, friendship, and dating designed specifically with neurodivergent people in mind. More than just another social platform, it rethinks the social rules that most online spaces are built around. Traditional platforms often depend on fast responses, unspoken social expectations, performative profiles, ambiguous communication, and engagement-driven design that can feel exhausting, confusing, or unsafe for many neurodivergent users.

In many online environments, people end up masking heavily, second-guessing social signals, navigating unclear boundaries, or experiencing social burnout from the constant pressure to perform and stay visible. Friends Fire takes a different approach by shifting the focus from performance to clarity. Instead of rewarding speed, popularity, or endless engagement, the platform is designed around more intentional, transparent, and respectful interaction.

The ecosystem supports slower-paced communication, clearer signals and expectations, consent-aware design, and social interaction without manipulative or gamified engagement loops. Its goal is not to maximize attention or screen time, but to create an environment where people can feel safer, more understood, and more able to connect without constantly navigating hidden rules or social pressure.

The NIP Award Assessment Framework is a structured evaluation framework designed to assess political leaders on neuroinclusion based on measurable actions, policies, and long-term impact rather than visibility, public statements, or performative support. Political recognition is often shaped by optics, media presence, or good intentions, while the actual outcomes of policies and leadership decisions remain difficult to evaluate clearly or consistently.

Neuroinclusion in politics is frequently vague, poorly defined, and easy to present superficially without meaningful structural change. This framework addresses that gap by introducing clearer standards, evidence-based assessment, and greater accountability into how political leadership on neuroinclusion is evaluated. Rather than rewarding charisma or public relations messaging, it focuses on consistency, implementation, context, and demonstrable impact.

The framework evaluates policy decisions, leadership practices, and long-term commitments using real evidence rather than promotional narratives. It also accounts for political context and is designed to reduce bias linked to media visibility, personality, or public image. The NIP Award Assessment Framework can be used to assess nominees, support independent juries and review panels, and provide transparent reasoning behind recognition, evaluation, and decision-making processes.

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The Autvinder Evaluation Framework is a structured assessment tool designed to evaluate ideas and innovations fairly, without rewarding performance, confidence, or presentation style over substance. Created specifically with neurodivergent creators in mind, it challenges the way many competitions and innovation spaces prioritize social fluency, quick pitching, charisma, and polish instead of the actual value or potential of an idea.

Many strong ideas are overlooked because they are presented differently, do not fit expected formats, or are delivered without the confidence, speed, or social ease that traditional judging processes tend to reward. This framework separates the quality of the idea from the delivery style, helping juries focus on what matters: impact, originality, feasibility, relevance, and potential.

The framework provides clear evaluation criteria, bias-aware jury guidance, contextual interpretation, and a slower, more deliberate assessment process. By reducing reliance on charisma, speed, or performance, it creates a fairer way to recognize meaningful innovation and support neurodivergent creators whose ideas may otherwise be underestimated or misunderstood.

The Narrative Arc Framework is a communication framework designed to help people explain complex, sensitive, or challenging topics without losing clarity, creating unnecessary resistance, or compromising dignity. Rather than focusing only on what is being communicated, the framework focuses on the order and structure in which ideas are introduced, recognizing that sequence strongly shapes how people receive and respond to information.

When communication skips important stages, conversations often break down into defensiveness, confusion, misunderstanding, or disengagement. People may feel overwhelmed, judged, or disconnected before shared understanding has even been established. The Narrative Arc Framework addresses this by creating a more intentional pathway through difficult conversations and complex ideas.

The framework is built around five stages: Story, which creates a human entry point; Philosophy, which introduces the underlying worldview; Meaning, which builds shared understanding; Invitation, which encourages voluntary engagement rather than pressure; and Dignity, which reinforces unconditional human worth throughout the process. Missing one of these stages can weaken communication and reduce trust or engagement. The framework is designed for keynotes, campaigns, policy communication, training, facilitation, and situations involving mixed, resistant, or skeptical audiences where careful communication structure matters most.

The Neurodignity Framework is the ethical foundation that underpins the entire ecosystem. It defines the principles, boundaries, and standards for what meaningful inclusion, support, and participation should actually look like in practice. Rather than treating dignity as something conditional, aspirational, or secondary to performance, the framework establishes it as a non-negotiable starting point.

Many initiatives described as “inclusive” can still cause harm when they prioritize productivity over wellbeing, treat accessibility as optional, or expect neurodivergent people to constantly prove their value, adaptability, or worthiness of support. Neurodivergent individuals are often expected to endlessly adapt to systems that were never designed with them in mind, perform gratitude for basic inclusion, or earn dignity through output and compliance. The Neurodignity Framework rejects those assumptions entirely.

The framework is used to guide the design of tools, programs, policies, partnerships, governance decisions, and internal organizational choices across the ecosystem. It also acts as a reference point for evaluating whether initiatives genuinely align with neuroinclusive values in practice rather than only in language. Without a framework like this, inclusion can easily become performative or inconsistent. With it, dignity remains central, protected, and embedded into decision-making at every level.

The Neuro-Inclusive City Scorecard is a structured framework designed to help cities evaluate how inclusive they truly are for neurodivergent people across entire systems, not just through isolated policies or symbolic initiatives. Inclusion is often treated as a checklist item, compliance requirement, or niche social issue, but this framework reframes it as a broader question of system design, public infrastructure, and civic responsibility.

Rather than relying on simple pass/fail measures, the scorecard uses a multi-domain assessment approach that examines areas such as education, public spaces, governance, communication, accessibility, participation, and community life. It combines qualitative and quantitative inputs to identify patterns, strengths, blind spots, and systemic barriers across departments and institutions. The framework is designed with developmental logic in mind, helping cities understand not only where they currently stand, but also where improvement efforts should be focused next.

Used collaboratively with stakeholders, the scorecard can help establish a baseline for city-wide neuroinclusion, identify gaps between policy and lived experience, prioritize interventions, and track progress over time. More importantly, it shifts inclusion away from charity-based thinking and toward structural accountability by asking a more fundamental question: who is this city actually built for?

Neuroprofiler is a reflective tool designed to help individuals and teams better understand how neurodivergent patterns show up in everyday life, without reducing people to diagnoses, labels, fixed identities, or simplistic personality categories. Many neurodivergent experiences are routinely misunderstood or misinterpreted: exhaustion is seen as a lack of motivation, overwhelm is mistaken for resistance, and difference is treated as deficit rather than context-dependent variation.

Traditional diagnostic pathways are often slow, inaccessible, expensive, or heavily medicalized, while many personality tools flatten complexity and ignore the real-world needs, environments, and pressures that shape how people function. Neuroprofiler was created to sit between these extremes by offering a more human, contextual, and practical way to reflect on patterns of thinking, energy, communication, regulation, and interaction.

Rather than producing rigid labels or definitive categories, Neuroprofiler generates pattern-based insights that describe tendencies, friction points, and support needs in ways that encourage understanding and conversation. It can be used to prepare for workplace adjustments, improve team collaboration, support educator–student understanding, and help individuals reflect on their own patterns and needs more clearly. It is not a diagnosis, a hiring tool, a performance predictor, or a personality test. Instead of asking “What is wrong with this person?”, Neuroprofiler shifts the focus toward a different question: where is the mismatch between the person and the system around them?