A guest blog by Raluca Oaten, ICU Nurse; Research and Policy Associate, Florence Nightingale Foundation; Trustee, Council of Deans of Health.
Awareness of neurodiversity, and its intersectionality with race, varies widely among educators and clinicians in health and social care. While structured training is essential, individual actions are equally important in creating environments where neurodivergent individuals can thrive and embed a feeling of belonging. As Brené Brown aptly states, “True belonging doesn’t require you to change who you are; it requires you to be who you are” (Brown, 2017).
Though I don’t claim to be an expert on neurodiversity, I strongly consider that, neurodiversity, though often associated with unique challenges, enriches our communities. It is our individual and collective duty to ensure we promote psychologically safe environments that promote these differences and challenge the negative narrative still present both within our communities and our working environments.
Recognizing the full spectrum of neurodiversity—including neurotypical and neurodivergent individuals such as those with autism, dyspraxia, ADHD, and more—is crucial (SSHINE, n.d.). However, what makes neurodiversity to be seen as a “huge opportunity” (Armstrong, 2010) or, on the contrary, as a “perfect storm”? Viewing this question through an intersectional lens (Crenshaw, 1991) reveals both potential and overlooked opportunities within our sector (Whitbread, N, 2021).
Intersectionality often plays a decisive role in individual experiences. For neurodivergent people, life is shaped not only by neurological differences but also by intersecting identities like socio-economic background, race, gender, and sexual orientation (Erevelles & Minear, 2010; Kapp, 2020). This awareness allows us to address the unique challenges they face due to compounded forms of discrimination, like ableism combined with racism or sexism. By considering these intersecting factors, we can develop inclusive policies and support systems that cater to their diverse needs, ultimately fostering an environment where neurodivergent individuals can thrive, feel seen, heard, and valued (Brown, 2018).
Progress with the Neurodivergent Conditions Screening Bill introduced by Matt Hancock reflects a growing recognition of neurodiversity. As of October 2024, the bill aims to improve early identification and support in educational and workplace settings (FE News, 2024). While policy advancements are vital, they must be complemented by grassroots efforts to create truly inclusive environments.
Three Pledges for Positive Change
As emphasized by Nathan Whitbread (The Neurodivergent Coach), “Meaningful inclusion isn’t about grand gestures; it’s about consistent, thoughtful actions that acknowledge and respect individual differences.” This perspective encourages us to make practical adjustments in our daily interactions and environments. Consider taking this pledge:
- Use Inclusive Language: Commit to using respectful language when referring to neurodivergent individuals. Engage in training sessions and seek feedback for continuous improvement.
- Advocate for Individualized Support: Support the development of adjustment plans for neurodivergent students and colleagues. Collaborate to implement accommodations that enable full engagement both in academic settings as well as in practice settings.
- Implement Practical Adjustments: Make consistent, thoughtful changes in your environment—like providing quiet spaces or flexible scheduling—to support neurodivergent individuals, both in academic settings as well as practice settings.
Health and social care education and practice are evolving, and our understanding of neurodiversity and intersectionality must keep pace. By taking these pledges, we can each play a role in creating environments that celebrate neurodiversity and foster true belonging. Together, we can build a future where everyone, regardless of neurodivergent status, is empowered to be exactly who they are.
References
- Brown, B. (2017). Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone. Random House.
- FE News. (2024). Matt Hancock Announces Progress on Neurodivergent Conditions Screening Bill. Retrieved from FE News
- SSHINE. (n.d.). What is Neurodiversity?. Retrieved from Florence Nightingale Foundation
- The Neurodivergent Coach. (n.d.). Blog. Retrieved from The Neurodivergent Coach
- Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. Stanford Law Review, 43(6), 1241-1299.
- Erevelles, N., & Minear, A. (2010). Unspeakable Offenses: Untangling Race and Disability in Discourses of Intersectionality. Journal of Literary & Cultural Disability Studies, 4(2), 127-145.
- Kapp, S. K. (Ed.). (2020). Autistic Community and the Neurodiversity Movement: Stories from the Frontline. Palgrave Macmillan.
- Armstrong, T. (2010). Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences. Da Capo Lifelong Books.
- Brown, L. X. Z. (2018). Autism, Intersectionality, and the Law: Toward an Inclusive Approach to Neurodiversity. In N. Flood & R. Barnett (Eds.), Disability Law and Policy (pp. 145-160). Routledge.
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