What Does Neuro Affirming Mean?
Neurodiverse individuals often experience challenges managing everyday tasks such as learning, social interactions and more – as well as in how others perceive their ‘differences’ as a result.
So, it can be helpful for ‘neurotypical’ people consider the reasonable adjustments and accommodations they can make to help others thrive.
These are known as ‘neuro-affirmative’ practices and can help promote positive perspectives and outcomes for people with autism, ADHD and other neurodivergent conditions.
But it’s not always easy to understand neuro-affirmation, provide relevant support and make the right language choices.
In this guide, clinical psychologist Dr Lisa Williams explains what neuro-affirmation means and explores how people can reframe thinking around neurodiversity to promote positive outcomes.
What does neuro-affirming mean?
Neuro-affirmative practice is about recognising and validating the varying ways people’s brains work – especially those who experience ‘differences’ in the human condition.
It’s a term that refers to approaches and environments specifically designed to acknowledge and support people with neurodivergent conditions like autism, ADHD, dyslexia and dyspraxia.
Examples of neuro-affirming practices include:
- Emphasising strengths: Recognising the unique strengths and talents that individuals with neurological differences may possess, rather than focusing solely on challenges or ‘deficits’.
- Respecting different ways of thinking and behaving: Understanding that individuals with neurological differences might think, learn or communicate in ways other than those considered ‘typical’ – but that these behaviours are still valid and valuable.
- Creating inclusive environments: Developing environments, both in education and work, that accommodate a wide range of neurological needs and preferences, such as sensory sensitivities, communication styles or social interaction methods.
- Affirming identity: Supporting individuals in embracing their neurodiversity and advocating for their right to be themselves without pressure to ‘conform’ to neurotypical expectations.
Types of neuro-affirming language
A key focus of neuro-affirming practice is language – and specifically, its ability to reduce power imbalances between neurodivergent individuals and others who think ‘typically’.
Neuro-affirming language acknowledges and respects the differences in individuals’ brains and neurological systems. It’s based on the understanding that neurodiversity is a natural part of human variation.
Below are some examples of neuro-affirming language and how it can help reframe how we perceive neurodivergence:
- Using identity-first language: For example, the phrase “a person with autism” emphasises the individual, instead of “autistic”, which defines them by their differences.
- Moving away from clinical language: For example, using “difference” in place of “disorder”, or “characteristics” over “symptoms”, helps naturalise other ways of thinking.
- Positive positioning: For example, “prefers consistency” instead of “rigid”, “passionate” rather than “fixated” or “energetic” over “hyperactive”. This helps avoid negative stereotypes that may be associated with neurodivergent behaviour.
Other neuro-affirming language swaps include:
- ‘Disorder’ – Difference
- ‘Unable to’ – Requires assistance
- ‘Speech and Language Difficulties’ – Speech and Language Differences
- ‘Tantrum’ – Intense emotions
- ‘Diagnosed with’ – Identified as
- ‘Talks too much’ – Talkative
- ‘Challenging Behaviour’ – Communicating Distress
Why is neuro-affirming language important?
Neuro-affirming language promotes respect, inclusion and understanding for people with diverse neurological experiences.
By using language that acknowledges and values neurodiversity, we challenge harmful stereotypes, reduce stigma and create a more supportive environment for those who may feel marginalised or misunderstood because of their neurological differences.
This approach encourages a shift away from ‘deficit-based’ thinking — which often frames neurodivergent individuals as having something wrong with them — towards recognising their unique strengths and contributions.
Neuro-affirming language also empowers individuals by validating their identities and experiences, creating a sense of belonging and acceptance.
Types of neuro-affirming practices
There are certain environments in which neurodivergent individuals are more likely to experience challenges, or even discrimination, based on their differences.
However, there are some reasonable adjustments that can be made to create accommodating and supportive conditions for these individuals…
Neuro-affirmative practices in education
Neuro-affirmative practices in education start with a focus on inclusion – and a move away from an education model that represents a one-size-fits-all approach to learning.
There should be an expectation of natural variation in learning styles, energy levels and academic ability, and a built-in acceptance that educational institutions consider which adjustments can be made to support individuals to meet their learning potential.
It’s also important to encourage a child-centred approach to teaching that is flexible and adaptive to their needs – and not dependent on diagnosis to make reasonable adjustments and accommodations.
Neuro-affirmative practices in the workplace
Employers and colleagues can nurture neuro-affirmative workplace cultures by promoting the acceptance of individual differences and inclusivity.
This should begin at the recruitment stage, considering alternative ways for applicants to demonstrate their skills and experiences outside of a typical interview.
Employers should also consider practices around office design, flexible working patterns and working styles, as well as thinking about how instructions are communicated and how people are enabled to contribute their views.
Neurodiverse employees should also be encouraged and supported to request reasonable adjustments – creating a healthy working environment and enabling these individuals to have conversations about career progression or development.
Neuro-affirmative practices in healthcare
Neuro-affirmative healthcare practices may include the adoption of sensory-friendly environments – such as waiting areas or clinic rooms – plain-language reports or easy-read resources and alternative communication methods to explain diagnoses, procedures or treatments.
Healthcare institutions may also consider inviting individuals with lived experience of neurodiversity to contribute to the design of services.
Within therapeutic or mental health services, practitioners should prioritise understanding the unique sensory, cognitive and emotional perspectives of neurodivergent clients. This includes offering an approach which emphasises a person’s strengths, rather than offering a therapeutic approach or intervention which aims to change or reduce behaviours which are perceived as ‘deficits’.
Professionals should also be aware of how they communicate with neurodivergent individuals, such as using clear and concise language to support processing needs or offering regular breaks to support movement and engagement during sessions.
If you or your child are struggling, and you think this may be because of neurodiverse conditions such as autism or ADHD, you may wish to seek further assessment. This should start with your GP.
Assessments should be completed only by clinicians with the necessary experience and expertise in the condition. Typically, this will be a psychiatrist, psychologist or an advanced nurse practitioner.
The Autism Service offers Autism Assessments and ADHD Assessments, designed to identify these conditions in individuals, so they get the support they need to thrive.
Frequently Asked Questions (FAQs)
Many neuro-affirming best practices – including adjustments to language and learning styles – are appropriate for neurodivergent children and can help them thrive.
However, there are a few additional adjustments you can make that can lead to positive and enjoyable experiences for your child, including:
- Respecting their identity and preferences, rather than suggesting they change.
- Creating a predictable and supportive environment.
- Being mindful of sensory needs.
- Encourage self-advocacy.
- Validating their emotions.
- Collaborating with teachers and support staff to nurture a consistent experience.
- Modelling empathy and understanding.
- Seeking support for yourself.
Neurodivergent children can also benefit from formal support structures including therapies, accommodations and even medication.
Child Autism Assessments and Child ADHD Assessments can provide the clinical diagnosis needed for children to access these types of support, so they can start to thrive.
Creating an environment in which neurodiverse employees feel comfortable and supported means educating staff about neurodiversity and differences in thinking and behaviour.
It can also be helpful to use respectful and strength-based language and create an inclusive environment that accommodates different sensory and communication needs.
Additional ‘reasonable adjustments’ may include offering flexible working processes and clear, structured communication, encouraging self-advocacy and respecting autonomy and being patient and open to feedback.