Although neurodivergence is not a new concept, the tools and language to articulate these experiences are relatively recent. As a result, some people don’t fully understand what Autism, ADHD, and OCD really are. That is not to say that these people should feel shame. These topics weren’t always well discussed. What matters now is giving people the tools they may not have had before.

What is Neurodivergence?

Neurodivergence, Neurodivergent, and ND are umbrella terms used to describe people with brains and nervous systems that process details, sensory inputs, and the world around them in ways that are different from the majority of the population. This affects the way people learn, communicate, behave, and walk through their lives and the world itself. The norm that this specific group of people deviates from is referred to as “Neurotypical.”

One final important thing to note about Neurodivergence as a way of being and as a movement is that the goal of the term is to change the world’s understanding (especially in countries like the U.S.) from seeing these people as humans with disabilities to seeing them as people with different ways of thinking that can bring new perspectives, skills, and ways of solving problems. So, the Autism profile will be written in a style to achieve that goal.

Autism as a Neuro-Archetype

Below, I will be going into light detail about Autism through the lens of seeing it as an archetype or class. It is important to note that each person who falls under this category experiences it differently. Readers should take this as an informal literature review of what is understood of this profile.

Autism is one of the most common profiles that come up when people say “Neurodivergent.” It is classified by a variation in how people communicate, interact socially, and experience the world. It presents differently in each individual, which is why it’s referred to as a “spectrum disorder,” medically speaking, I should emphasize. Keep in mind that these traits can also be seen as patterns influenced by environment and support, rather than requirements for official diagnosis:

Differences in eye contact, emotional expression (this can come across as difficulty showing outward empathy), sharing interests, and use of gestures
Variations in verbal communication; some Autistic individuals may be nonverbal
Repetitive or comforting behaviors, such as adhering to strict routines and intensely devoted interests (some refer to them as core interests)
Sensory sensitivities (heightened or reduced) involving light, sound, touch, smell, textures, and taste
Difficulty coping with change and unpredictability
Preference for arranging and organizing items such as toys and DVDs in a specific order or meaningful way to them

Frequently Misunderstood Traits

Expecting others to be interested in their special interests
Stilted or scripted speech
Interpreting abstract ideas literally
Difficulty making friends or keeping them

These patterns are manageable with patience and a willingness to communicate. Misunderstandings can occur between any neurotypes, including between neurodivergent individuals themselves. When expectations and communication styles don’t align, it’s important to stay grounded, avoid escalation, and remain open to learning from one another.

Support and Accommodations:

In order Autistic people to become empowered about who they are, they need to be supported to exist as themselves.

Social Skills Training: Done in group or individual settings, this intervention helps children with autism improve their ability to navigate social situations. This does not mean they will magically grow up to be able to connect with everyone easily. Difficulties with relationships can persist over time. Temper expectations and offer empathy and support so that difficulties do not erode their self-esteem.

Speech & Language Therapy: Can improve the child's speech patterns and understanding of language. However, some Autistic people may value their speech patterns as badges of who they are. This should not be forced onto an autistic individual and needs to be chosen by them.

Occupational Therapy: Can address adaptive skills deficits with activities of daily living, sensory regulation, as well as problems with tasks such as handwriting.

Parent Management Training: Parents learn effective ways of responding to behaviors that cause distress and encouraging appropriate behavior in their child. Parent support groups help parents cope with the stressors of raising a child with autism

Special Education Services: Provided by schools under an Individual Education Plan (IEP) and can include a range of services and accommodations for social communication deficits, restricted interests, and repetitive behaviors. This can include special classes for very young children to address language, social skills, extended time on tests, and other needs.

Medication: As this piece is not written by a medical professional, nor is the purpose of this piece to go in depth on different medications, readers are encouraged to talk to their psychiatrists, primary care physicians, or other trusted individuals to learn about medication options. A note on this later.

Conclusion

A crucial goal of modern neurodivergent discourse is to move away from speaking about neurotypes as dysfunctions to be cured, and toward understanding them as natural variations of the human brain. This is why this piece has focused on patterns, experiences, and support—rather than on “fixes” and medication.

It’s important to approach this shift with nuance and charity. Not every neurotypical person who wants to help reduce the challenges associated with neurodivergent traits does so with harmful intent. Many efforts come from genuine care and desires to alleviate distress. At the same time, neurotypical readers should be aware that there is a long history (sometimes unintentional, sometimes deliberate) of encouraging neurodivergent people to mask their traits in order to make others more comfortable. This history has caused real harm and deserves acknowledgment.

The path forward is not blame, shame, or erasure, but collaboration. Ethically, the best approach is to listen to neurodivergent individuals as individuals, asking how they understand their own neurodivergence, what support feels helpful, and where autonomy matters most. Support works best when it is mutual, adaptable, and grounded in empathy.

If there is one takeaway from this guide, it is this: understanding neurodivergence is a shared learning process. We build a better world by evolving together. This piece is the first in a series of short introductory volumes. Future entries will explore ADHD and OCD through the same archetypal lens.

References

https://www.autismspeaks.org/what-autism#:~:text=What%20is%20autism?,more%20information%20about%20each%20level.

https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder#section_2

Neurodivergence for Beginners Vol. 1: Autism