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What does it mean to be neurodivergent?

Neurodivergent is an umbrella term used to describe people whose brains function differently from what is considered the norm or average. The term covers differences in the way people learn, experience emotions, process sensory information, and communicate. Importantly, these differences are seen as a reflection of the natural diversity of the human brain, rather than a sign of a deficit or disorder. This natural diversity between the ways human brains work is referred to as neurodiversity.

What conditions does the term ‘neurodivergence’ cover?

Some neurotypes that the term ‘neurodivergence’ covers include:

• Autism
• AD(H)D
• Dyslexia, dyscalculia, dysgraphia
• Developmental language disorders
• Developmental coordination disorder
• Tic disorders (including Tourette’s syndrome)

Some other mental health conditions (e.g. schizophrenia, bipolar) are sometimes included under the term ‘neurodivergent’ and some other features which don’t have a clear link to any diagnostic label are sometimes still considered neurodivergent (e.g. high sensory sensitivity).

Do I have to have one of these diagnoses to be considered neurodivergent?

No, diagnostic classifications do not capture the full diversity of the human brain. Some learning or behavioural differences don't fit into any common diagnostic category. In addition, many adults do not have access to appropriate diagnostic services. Others may not want to seek a medical diagnosis but still identify as neurodivergent.

How do I get a diagnosis of neurodivergence?

In the Dutch health care system, if you suspect that you may be neurodivergent, your first step in the process of seeking a diagnosis would be to speak to your GP. They will likely be able to refer you to an institution that specializes in supporting neurodivergent individuals. Keep in mind, however, that waiting lists for mental health institutions and diagnostic processes are often rather long.

Being on the autism spectrum affects how a person communicates, interacts with others, and experiences the world. Autistic people may have difficulties with social communication and interactions, prefer routines, or engage in repetitive behaviours. Since autism is a spectrum, it may look different for everyone, and some people might struggle in certain situations where others might thrive.

“[My autism diagnosis] explained a lot of things that I kind of already knew about myself. Like social difficulties and stuff, and why I’m always tired at the end of the day, because there’s just constant stimuli coming in and I’m masking. I was able to give myself a little more grace.”- Marieke

Common strengths

• Enthusiasm for learning: Autistic people are often enthusiastic about learning new things, especially if they match their interests. Coupled with perseverance and a strong memory, many autistic students possess vast knowledge and specialized skills, often becoming sought-after experts in their field.
• Eye for detail: People on the autism spectrum have a keen eye for detail. They often excel at finding small differences or errors that most people don’t notice. Their well-developed logical reasoning can allow them to find hidden patterns or contradictions – very useful in scientific work!
• Honest and loyal: Autistic people are commonly known for their honesty, loyalty, and adherence to rules. Whether it is research ethics or simply being decent in everyday interactions, they often prioritize staying true to their values.

Common needs

• Sensory-friendly spaces: Autistic individuals may struggle with all sorts of external stimuli, such as excessive amounts of noise in a room and the presence of bright lights. The use of noise cancelling headphones or simply the dimming of lights may make their experience at university easier.
• Direct and clear communication: Autistic people may find it difficult to grasp abstract, ambiguous, or metaphorical language. Reading nonverbal cues and understanding irony or sarcasm can also be a challenge. Direct and clear communication is key!
• Structure and planning: People on the autism spectrum generally thrive in a structured and predictable environment. Following the schedule and communicating any changes would help all students, but those on the autism spectrum would benefit the most. Still, some students feel overwhelmed by various academic and non-academic tasks and may need extra help with planning.
• Quiet spaces and accepting peers: Getting along with others and making friends at university can be challenging for everyone. Students on the autism spectrum may find it harder to fit in - meeting other neurodivergent people often helps. Socializing can be difficult, especially in a noisy environment or in a group. Find a quiet place and it will make a big difference!

AD(H)D affects attention, impulse control, and energy levels. People with AD(H)D may experience difficulties with focusing, following through with tasks, or sitting still for long periods of time. Some people are more inattentive, meaning they get distracted easily, while others are more hyperactive or impulsive, and may portray behaviours such as fidgeting or restlessness. AD(H)D affects everyone differently, and challenges can vary from person to person.

Common strengths

• Creativity: People with AD(H)D have been found to have enhanced levels of creativity and divergent thinking, meaning that they often bring unique ideas to the table.

• Flexibility: People with AD(H)D are often highly flexible and able to perform well in stressful situations. Some AD(H)D students may feel that they perform well under pressure and the adrenaline that comes with an impending deadline or sudden change. This makes some people with AD(H)D well-equipped to deal with last-minute alterations to plans or crisis situations.

• Ability to hyper-focus:  When engaging in high-interest activities and tasks, individuals with AD(H)D can go into a state of hyper-focus. This means that they can stay focused for hours on end when they are given the opportunity to work on something that is especially interesting to them. Though often in relation to hobbies and other interests, this can be the case for their studies as well.

Common needs

• Assistance with time management: Individuals with AD(H)D often struggle with something that is referred to as time blindness, meaning that they may have difficulty completing assignments in time or getting to class on time, for example.
• Distractibility accommodations: Students with AD(H)D tend to struggle with distractibility, which can make it difficult for them to follow along with long lectures or stay focused during an exam. Accommodations like extra time and recorded lectures can help remedy these issues.

Conditions such as dyslexia, dyscalculia and dysgraphia affect a person’s ability to develop specific academic skills. Some examples are difficulty with reading, spelling, writing, or math. The way these struggles manifest differs per person. However, with the right support, people with such conditions can thrive.

Common strengths

• Creativity: Students with conditions such as dyslexia, dyscalculia or dysgraphia often have excellent creative abilities and can be known to think ‘outside the box.’ They are often determined individuals, who find unique ways to succeed and thrive in higher education despite potential difficulties.
• Verbal communication skills: Individuals with learning differences often have strong verbal communication skills. Although they may sometimes struggle to express their thoughts on paper, they can also be highly proficient in oral communication.

Common needs

• Writing assistance: Assignments like essays can be particularly difficult for students with dyslexia or dysgraphia. Writing a coherent piece of text within a given timeframe may be difficult due to the slower pace at which they may work and the language-related restrictions they may experience.
• Assistance interpreting numerical data: Students with dyscalculia may have difficulty understanding and interpreting graphs, tables, and other numerical data. Some may also have difficulty with time orientation, which may result in them missing classes or arriving late.
• Extra time on exams: Students with learning differences will often benefit from extra time on exams, whether it is because they struggle to write fast enough or because they struggle to interpret written text or numerical data. Students with dyslexia may need more time to read a text or an exam question in order to understand it properly.

Tics are uncontrolled and often unwanted motor movements or vocalizations. These can range from actions like blinking or nose twitching to more complex actions such as words or gestures. Before the tic occurs, some might experience an “urge” to tic, others might not. Tics can manifest differently for everyone and may change over time and in context. Individuals having both motor and vocal tics often receive a diagnosis of Tourette syndrome.

Common strengths

• Determination: Individuals with tic disorders are often highly determined, especially when it comes to their studies. Tic disorders can be discouraging and may provide challenges when pursuing higher education. However, many students with tic disorders are able to excel in higher education.
• Attention to detail & problem-solving: Individuals with tic disorders have been found to have particularly strong attention to detail. In addition, they often come up with creative ways of approaching problems and assignments, making them strong teammates in group projects, for example.

Common needs

• Mental health support: Individuals with tic disorders often experience anxiety surrounding their tics, as tic disorders are highly stigmatized and misunderstood. They might benefit from tailored mental health support aimed at navigating university life as somebody who experiences tics and the role peers may play in that journey.
• Calm and safe environment: A stressful or sensory-overwhelming environment can intensify tics. Therefore, learning and socializing in safe, calm spaces can be very helpful. Students with tics may benefit from a distraction-free room during exams and from being allowed to take short breaks during class.
• Avoid stigmatizing: Educate yourself and others about tic disorders. Avoid staring at, commenting on, or distancing yourself from a person with tics. If you feel that somebody you know who has a tic disorder is struggling, ask them if there is anything you can do to help.

Common strengths

• Problem-solving & creativity: Gifted students often have excellent problem-solving abilities. They often think in unique ways and may problem-solve creatively.
• Motivation: Gifted students are often motivated to learn new things, and thus tend to be highly dedicated to their studies. The more challenging a task is, the more willing they are to put the work in.
• Information-processing: Gifted students are often able to process new information at high speeds and tend to be interested in a wide variety of topics.

Common needs

• A challenging curriculum: Gifted students are generally able to thrive in environments that challenge their knowledge at high levels. A curriculum that does not meet their needs in terms of the complexity of information may result in understimulation and boredom.
• Replacement assessments: Expressing ideas in writing can sometimes be difficult for gifted students, making assignments like essays and written exams challenging. When that is the case, a student may prefer oral assessments.
• Mental health and social support: Giftedness can sometimes lead to students feeling alone and isolated. In such cases, they may benefit from tailored peer support and/or psychological support.