EDUCATION SPOTLIGHT
Understanding neurodiversity Psychotherapist Lucy Fuller writes about the surge in the diagnosis of neurodiversity and how we need to change as a society to accommodate and support difference A cross the UK, more people than ever are identifying as neurodivergent. As of late 2024, more than 200,000
individuals were on NHS waiting lists for neurodevelopmental assessments, an 82% increase in just two years. This rise reflects the growing awareness of conditions like autism, ADHD, dyslexia and Tourette syndrome, especially among groups historically underdiagnosed, such as women and adults. As understanding deepens, the conversation is shifting from viewing neurodivergence as a problem to be fixed, to recognising it as a valid and valuable part of human diversity. What does it mean to be neurodivergent? To be neurodivergent means that your brain functions in ways that differ from what society typically considers ‘standard’ or neurotypical. It’s not a diagnosis, but a descriptive term that captures the natural variation in how people think, learn, feel and relate to others. Neurodivergence can influence sensory processing, executive functioning, emotional regulation, learning styles and social communication. These differences are not negative, but simply different. The real challenges often arise not from the traits themselves, but from environments that aren’t designed to accommodate them. The strengths of neurodiversity Many neurodivergent people have amazing strengths. Some may have a deep capacity for focus or creative problem-solving, or unique ways of seeing patterns and connections. Others may show profound empathy or emotional insight. At the same time, they may face difficulties with traditional learning methods, sensory overwhelm in busy environments or social fatigue. These experiences can be exhausting, especially when individuals feel the pressure to mask their differences in order to ‘fit in’. Why does the term matter? Language plays a powerful role in how we understand these experiences. The
CHANGE THE STORY The term ‘neurodivergent’ helps reframe difference as identity rather than deficit
helps individuals understand themselves more clearly, reducing confusion, self- blame and the pressure to mask their differences. It can also provide tools for managing emotional overwhelm, anxiety and sensory sensitivities, while also supporting executive functioning challenges like planning, organisation and time management. Therapy aids communication and connection, helping individuals to build relationships that honour who they are. By being able to validate their lived experience and advocate for their needs, therapy becomes not just a place of healing, but a foundation for building confidence, resilience and self-acceptance.
term ‘neurodivergent’ helps reframe difference as identity rather than deficit. It affirms the validity of diverse ways of being, encourages inclusion in schools and workplaces, and challenges stigma by moving away from deficit-based models of mental health and learning. For many, identifying as neurodivergent is a source of clarity, confidence and connection. Therapy which affirms neurodiversity can provide a profoundly supportive space for children, adolescents and young adults whose cognitive and emotional experiences may require more understanding. Rather than aiming to ‘fix’ or suppress neurodivergent traits, therapy How therapy supports neurodivergent minds
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CAMBSEDITION.CO.UK NOVEMBER 2025 73
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