Everyone’s brain works differently and the way each of us thinks, learns and processes information is unique. What some people find easy might be a struggle to others. This is completely natural, reflecting the diversity of the human mind.
Everyone is either neurodivergent or neurotypical. Neurodiversity is a way of understanding that there’s no single ‘right’ way for a brain to work. Instead, it’s a term that recognises and respects all the different ways people experience and process the world.
Neurodivergent is used to describe people whose brains work differently or atypically. As an umbrella term, neurodivergence includes conditions like autism, attention deficit hyperactivity disorder (ADHD) and dyslexia.
Neurotypical describes people whose brains work in ways that fit into the statistical norm of thinking patterns. This term includes anyone who isn’t autistic and doesn’t have ADHD, dyslexia or any other difference that would be considered neurodivergent.
It’s important to know that these words aren’t medical diagnoses. Instead, they’re part of a broader, more inclusive way of talking about how people’s minds work. They help us better understand and support the many ways people experience the world.
The term neurotypical refers to people whose brain development and ways of thinking generally align with what’s considered typical. This doesn’t mean ‘better’. It means more common patterns of brain development and behaviour that align more closely with how school, work, and other such environments are structured.
Neurotypical people often:
Being neurotypical reflects the more common patterns of brain function. It’s one of many valid ways of experiencing the world.
Neurodivergent is a term that describes people whose brains function differently from what’s considered typical. This includes individuals with neurological and developmental differences such as:
Neurodivergent traits often vary widely and can bring both challenges and strengths. They may have a ‘spiky profile’, meaning these strengths and challenges vary more widely. For example, someone might be exceptionally creative or detail-focused but find everyday tasks or social situations more difficult.
A flat profile usually refers to someone with a balanced skillset who has no major peaks or dips. A spiky profile describes someone with an uneven skillset, with strong abilities in some areas and difficulties in others.
A study published in 2011 in a journal called Psychological Science describes this spiky ability pattern in autistic individuals, showing strengths in perceptual and memory tasks alongside challenges in social understanding. Executive function (the cognitive skills that help you plan, organise and implement) is also impacted.
Everyone moves through the world differently, but daily tasks can feel more intense, complex or even overwhelming for neurodivergent people.
Here are some common examples that illustrate how life might feel for someone who is neurotypical compared to someone who is neurodivergent.
A neurotypical person wakes up and follows a routine such as having a shower, getting dressed and making/eating breakfast. They may feel rushed, but their morning is mostly manageable.
A neurodivergent person may struggle with starting tasks (known as executive dysfunction), feel overwhelmed by choices (like what to wear) or be sensitive to sensory input, like the feel of clothing or the sound of an alarm clock.
However, they may also develop creative, tailored routines that suit their needs – such as wearing comfortable, sensory-friendly clothes or using visual schedules or calming morning rituals.
Key difference: neurodivergent people may experience challenges with planning, transitions or sensory regulation, making simple, daily routines more complex. However, they often develop highly effective personal strategies to navigate these differences.
A neurotypical person may find it easier to follow quick, back-and-forth conversations. They’re able to ‘read the room’ and know when to speak or listen.
A neurodivergent person might find fast-paced discussions or unclear social cues more challenging to follow. They may miss subtle social cues or feel unsure as to when it's OK to join in. However, they often bring thoughtful, honest contributions and may notice overlooked details, or steer conversations towards deeper or more meaningful topics.
Key difference: differences in communication styles and social processing can make group dynamics feel confusing or exhausting for neurodivergent people. However, neurodivergent communication can offer depth and unique perspectives.
A neurotypical person may use to-do lists or calendar reminders, and seamlessly adjust their pace to meet the deadline. While there may be some procrastination, it's easily overcome.
A neurodivergent person might experience time blindness (losing track of time), difficulty starting tasks or challenges with prioritisation. However, at the same time, they may demonstrate hyperfocus, deep problem-solving and intense productivity once engaged – especially when the task aligns with their interests or strengths.
Key difference: when managing deadlines, neurodivergent people may experience challenges with executive functioning and work in less conventional ways. However, they can also bring creativity, innovation and bursts of intense focus when the conditions are right.
A neurotypical person usually manages noise and crowds fairly easily. They may feel tired after socialising, but it’s worth it as they enjoy the connection or excitement.
A neurodivergent person might be more sensitive to bright lights, noise or crowds, leading to sensory overload). This can lead to shutdown, withdrawal or anxiety, and may prompt the person to leave early or avoid the event altogether.
However, they often thrive in quieter, more meaningful interactions and may have strong one-to-one social skills, deep empathy, or a talent for picking up on subtle emotional shifts others miss.
Key difference: sensory processing differences can make environments that seem ‘normal’ to others feel overwhelming for neurodivergent people. However, they often excel in calmer, focused settings where deeper connections and insights can emerge.
Many people recognise aspects of neurodivergence in themselves, often for the first time as adults.
You might feel curious, surprised, uncertain or even relieved. This kind of self-awareness is valid and can be an important step towards understanding yourself better.
While relating to these traits can be meaningful, only a qualified professional can make a formal diagnosis. If you're wondering whether you might be neurodivergent, a full assessment can give you clarity and help identify your unique strengths and needs.
Our neurodiversity hub contains links to screening tools, informative guides and support resources. These tools can help you:
Support doesn’t have to start with a diagnosis. If you believe you may be neurodivergent, you could support yourself by learning more about neurodivergent traits as a way to understand your own brain better and what helps or hinders you.
If you need them, you could seek appropriate adjustment to workplace or school environments that reduce stress and increase productivity.
Seeking support through therapy or coaching with professionals who understand neurodivergence can be insightful, while connecting with community groups or peer support networks is often helpful and validating.
