Words are powerful. Some are so powerful that they can change the world, acting as catalysts for cultural change. “Neurodiversity”, coined by sociologist Judy Singer, is one such word.

Singer, who is on the autism spectrum, rejected the idea that her Asperger’s constituted a disability.

Instead she wanted to draw attention to the value of individual differences and highlight how “normal” differences in cognition and biology actually are.

Writing in a blog post in 2019, Singer says: “Neurodiversity, for me, is the timeless and incontrovertible reality that every single living being is unique and that no two human minds (actually mind-body complexes) are the same.”

Built into the term is the premise that, just as conserving biodiversity is necessary for a sustainable, flourishing planet, so respecting neurodiversity is necessary for a sustainable, flourishing human society.

The real impact is in how the term frames difference constructively, as a positive. We are all, in fact, neurodiverse.

For pupils with learning and thinking differences, this is a huge step forward. ADHD and autism aren’t “abnormal” conditions but merely variations of the human brain.

The term has caused some controversy as it has evolved, however, largely for failing to value diagnosis and the nuanced descriptions of disorders, particularly in relation to autism.

So, what can schools take from the concept of neurodiversity and the debates around it? As a school leader, you can foster a neurodiverse community- that is, somewhere you consciously seek to celebrate difference and its breadth across your population.

However, the power and purpose of this concept is not to say that pupil A is neurodiverse while pupil B is not.

As Singer cautions: “Do not use neurodiversity as a scalpel for dividing ‘us’ from ‘them’.”

Writing in Scientific American, Simon Baron-Cohen says: “What remains attractive about the neurodiversity model is that it doesn’t pathologise or focus disproportionately on what the person struggles with but, instead, takes a more balanced view, to give equal attention to what the person can do.”

In addition, he continues, it recognises that “genetic or other kinds of biological variation are intrinsic to people’s identity and their sense of self and personhood, which should be given equal respect alongside any other form of diversity, such as gender.”

But he advocates that to encompass the breadth of the autism spectrum, we need to make space for the medical model, too.

So, I suggest we continue to champion the concept of neurodiversity as part of our language of inclusivity and not lose the power this word provides.

At the same time, as Baron-Cohen suggests, we should be respectful of people’s right to self-identify and move away from “dys this” and “disorder that”.

The concept that we are all naturally diverse learners is important for young people with learning and thinking differences.

It can reduce stigma and the feeling that something is “wrong” with them - and that can help build confidence, self-esteem, motivation and resilience.

Margaret Mulholland is the special educational needs and inclusion specialist at the Association of School and College Leaders

This article originally appeared in the 26 February 2021 issue under the headline “Let’s ditch the negative attitude to neurodiversity”