The Double-Edged Sword of neurodivergence

I sat there thinking, I found myself grappling with conflicting emotions. I had expressed to my partner my hope that a loved one, whom I suspect may have ADHD and perhaps dyslexia, would not receive a diagnosis. The words hung heavy in the air, leaving me dumbfounded by what I had just said. I was heartbroken to think what I had just said.

And I thought to myself, in an ideal world getting a diagnosis should be liberating, it should be empowering and it should be enabling. Sadly far too often, it's stigmatizing, disabling and I'd even say traumatizing. This was why, in the case of this individual—let's call them Bobby—I harbored the wish that they wouldn't face the weight of such a label.

Bobby is just a child, and the prospect of being branded with a diagnosis laden with negative connotations can be paralyzing. Whether in the realm of education, work, or medicine, ADHD is often seen as a problem rather than an aspect of diversity.

You can read in an article of ADDitude: Children with attention deficit hyperactivity disorder (ADHD) are often labeled or called aggressive, bullies, violent, or defiant because of their impulsive physical and social interactions. Even though these children can be caring and sensitive, their good qualities are often overshadowed by their impulsivity.

(Read full article here -Disruptive Behavior: Solutions for the Classroom and at Home)

You can also read as follows: The most common issue we see with students is that they are unaware of how to manage their ADHD in school. “So leaders in schools or teachers might mischaracterize this as a discipline problem, or label kids as being a distraction to the class so they might take them out of class and disrupt their learning.”

(Article here)

The repercussions of such labeling are profound. Articles like the ones above shed light on the damaging stereotypes that accompany conditions like ADHD, portraying these individuals negatively, overshadowing their inherent qualities of care, strong enthusiasm and sensitivity in most cases.

Under the medical model, neurodivergent individuals are described using stigmatizing terms: “deficit,” “disorder,” “restricted,” and so forth, which also seems to be common practice in society. The terms only serve to perpetuate stigma and marginalization.

I still too often hear people say things like: " I am so sorry to hear you have X,Y,Z" or again to correct things like "suffers from autism..." Amidst these challenges, I find myself disheartened by the prevalent narrative surrounding neurodiversity. Too often, expressions of sympathy or pity are directed towards those with neurodivergent traits, inadvertently casting them as victims and less-abled rather than celebrating their strengths.

Instead, the moment of receiving a neurodivergence diagnosis should be met with understanding and support—a chance to embrace the diverse ways our brains work. However, it remains a double-edged sword; the system falls short in providing adequate strategies and resources to enhance quality of life. It should pave the way for personalized tools which help us with things like focus, productivity and overall well-being.

Taking a step back, adopting the social model of disability offers a new perspective—one that focuses on addressing societal barriers rather than viewing neurodivergence as solely an individual deficit. Disabilities such as neurodivergence are not solely a result of an individual's impairment but are also influenced by societal barriers, attitudes, and inaccessible environments.

The social model of disability focuses on fixing the environment rather than people, ultimately leading us to embrace concepts like universal design principles.

Am I advocating for the avoidance of diagnosis altogether? It's a tricky question to which I don't really have an answer. Some conditions necessitate intervention and support. However, I can't help but acknowledge the disabling impact that such labels can sometimes impart. This is hard to think and so there I stood reflecting on the journey we have ahead to advocate for change and a better support system.

As someone who only got help later on, I can't fully understand how it might have impacted my education and life to have gone through school as a dyslexic without the actual label itself. Still, I recognize that receiving help in college equipped me with tools to navigate challenges. I recognize the transformative power of self-awareness, which allowed me to embrace my uniqueness on my own terms. This self-awareness came when I could resist societal pressures and define my identity on my terms.

Coming back to Bobby... I'm genuinely concerned about Bobby receiving a label once they start school, especially considering the lack of training and tools for teachers to support diverse thinking. I understand the skepticism about adapting to each child in a classroom, but that's precisely what I am hoping for: the implementation of universal design principles in school, for each child to be able to shine for their unique strengths.

One thing is clear: we must shift the narrative from fear to empowerment and from stigma to acceptance. Embracing ADHD means recognizing and celebrating the unique strengths and potential of individuals who perceive the world differently.

It's about fostering inclusive environments in schools, workplaces, and life in general, where individuals with ADHD, autism, dyslexia, and other neurodivergent traits can thrive, contribute their talents, and be valued for their authentic selves.