Unveiling the Disparity: Neurodiversity and Intersectionality
This is a slightly different post than reviewing philosophical thought in the realm of neurodiversity. Although I like writing those pieces, I should have started with why examining these philosophers.
This year marks my 24th year straight working in education, accumulating to almost 28 years working in education. For context, I’ll be 56 this year, and for those like me who aren’t great at maths, that’s half of my life working in the sector. I started as a TA in the 90s and worked as an engineer for a while before returning to education as a teacher. I have worked with all age groups, from little munchkins to big monsters (adult learners, not teenagers). I’ve worked mainly in alternative provision with what used to be called ‘the unteachables’. I taught the unteachables for 15 years, so, again, for those bad at maths, that’s over half the time I’ve spent working in education. And for almost a third of those 28 years, I’ve been a parent of a child with autism.
So, what did I learn?
In every measure, we have failed at inclusive education. Inclusion only works in the current school system when everyone is the same. Schools can cater well if every child is a clone that conforms, but the moment there is deviation from the ‘cookie cutter kids’, the system defaults to we will teach you to conform and if you don’t conform you are a problem. Equality defaults to ‘we need to treat every child the same', and every child has to follow the behaviour policy. Every child is expected to behave the same, and every child is expected to achieve and learn in the same way. Individuality of any kind must be destroyed at all costs unless you can sit in class quietly, not ask questions, get good GCSEs, and stay on at sixth form and then go to university like a good citizen.
Hyperbolic, yes. True, mostly. If you read my article on Plato’s Republic, you’ll know that there will be no true equality until we have philosopher kings or at least politicians who care about or understand neurodiversity. And that leads me nicely to the crux of this article. Why isn’t neurodiversity as protected a characteristic as all the others in the Equality Act 2010? And why isn’t there a civil rights movement for neurodiversity in the same way there is for race and gender equality?
Recent discussions on diversity and equality have gained significant momentum across various social issues. Movements advocating for the rights of women, ethnic minorities, and the LGBTQIA+ community have made substantial progress in raising awareness, influencing policy changes, and fostering more inclusive environments. However, amid these strides, neurodiversity remains one of the UK's least recognised and understood forms of difference. Neurodiversity encompasses a spectrum of neurological differences, such as autism, ADHD, dyslexia, and others, representing natural variations in the human brain.
From the outset, I want to clarify that I believe everyone has a right to exist as they are. This is an essential human right and allows everyone to exist without judgment and with dignity. I am not saying that other protected characteristics outlined in the Equality Act 2010 (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation) are in any way invalid nor is this article a political piece regarding human rights. I am merely asking that the concession of existence be afforded to neurodivergent people and that our right to exist without judgment and with dignity be upheld alongside all the other protected characteristics. As a Black man growing up in the 70s and 80s, I am all too familiar with the harm that prejudice can cause. Heap on top of that I am Black and neurodivergent (and a bit of an old fart), leads me to writing this article.
Intersectionality, a concept coined by Kimberlé Crenshaw in 1989, underscores how multiple dimensions of identity intersect to shape individual experiences of privilege and marginalisation. This theoretical framework highlights that people's lives are multi-faceted, with each aspect of their identity—such as race, gender, sexuality, and socioeconomic status—interacting in complex ways to influence their experiences. For neurodivergent individuals, intersectionality complicates their experiences by magnifying discrimination and creating unique challenges that are not faced by those who only belong to one marginalised group (Baldwin & Costley, 2015).
Despite efforts to promote inclusivity, neurodivergent individuals often face significant barriers. These barriers are compounded by intersecting factors such as gender, race, and sexuality, which add layers of complexity to their experiences. For instance, women and girls with autism are frequently underdiagnosed due to gender biases in diagnostic criteria, leading to a lack of appropriate support and resources. Similarly, people of colour with neurodivergent conditions may face additional challenges due to systemic racism and cultural misunderstandings. LGBTQIA+ neurodivergent individuals often navigate a dual landscape of stigma, contending with prejudices related to both their neurological differences and their sexual or gender identities.
This intersectionality exacerbates the marginalisation of neurodivergent individuals, resulting in their needs being overlooked or misunderstood within broader equality initiatives. Consequently, many neurodivergent people struggle to access necessary accommodations in educational settings, the workplace, and healthcare. As society advances towards greater inclusivity, it is crucial to ensure that neurodiversity is not left behind and that the unique challenges neurodivergent individuals face are addressed with the same urgency and commitment afforded to other social issues.
For many who have read my articles, neurodiversity is not new. However, for the sake of the broader context of this article, neurodiversity refers to the natural variation in human neurological functioning. It is important to highlight that neurodiversity is a natural variation because neurodivergence is normal, not an aberration. This normalisation of neurodivergence challenges traditional views that pathologise differences in cognitive and developmental processes (Armstrong, 2010). The concept of neurodivergence being a natural variation in cognitive functioning rejects the notion that neurological differences such as autism, ADHD, and dyslexia are merely defects, deficits or disorders needing to be fixed. Instead, it recognises these differences as part of the broad spectrum of human diversity.
By framing these variations as natural rather than pathological, the neurodiversity paradigm seeks to understand and value our unique perspectives and abilities. It emphasises the strengths and contributions of individuals with diverse neurological profiles. For example, people with autism may possess exceptional attention to detail, strong analytical skills, or deep expertise in specific areas of interest. Those with ADHD might exhibit high levels of creativity and energy. Individuals with dyslexia often develop strong problem-solving skills and innovative thinking. Recognising these strengths is crucial for fostering environments where neurodivergent individuals can thrive.
Advocating for accommodations that support our unique needs is a fundamental aspect of the neurodiversity movement (Milton, 2012). This includes implementing tailored educational approaches, flexible working conditions, and accessible healthcare services that acknowledge and cater to the specific requirements of neurodivergent people. It also involves challenging societal norms and biases that marginalise individuals, promoting a more inclusive and accepting society. By embracing neurodiversity, we not only enhance the lives of neurodivergent individuals but also open our communities to differences in thought and creativity, as well as the diverse talents and perspectives they bring. This holistic approach requires a shift in mindset from seeing neurological differences as problems to be solved to viewing them as valuable variations that contribute to the richness of human experience.
When compared to other movements for equality—such as feminism, LGBTQIA+ rights, racial justice, and broader disability rights—neurodiversity often receives less recognition and support in the UK (Baron-Cohen, 2017). While significant strides have been made in these other areas, neurodiversity remains on the periphery of mainstream discourse. Neurodiversity is shoe-horned into disability, creating an ambiguous threshold before we get the same rights as all the other protected characteristics. To meet the threshold for disability, one must have a physical or mental impairment which has a substantial and long-term adverse effect on that person's ability to carry out normal day-to-day activities'. Who defines substantial, and how is it defined? Also, many neurodivergent people don’t want to label themselves as disabled to receive the right to exist without judgment and with dignity. Many want to live in a truly inclusive society where our right to be accepted as neurodivergent is supported and understood.
This lack of recognition for neurodivergence is evident in various facets of society, where neurodivergent individuals frequently encounter systemic barriers that are less prevalent for other marginalised groups. This manifests in several ways. Firstly, fewer legal protections against discrimination are specifically tailored to neurodivergent individuals. Although the Equality Act 2010 provides a framework to combat discrimination, neurodiversity is often not adequately represented within its application, leading to inconsistent protections and enforcement. This legal gap leaves many neurodivergent individuals vulnerable to discrimination in the workplace, education, and public life.
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Secondly, inadequate access to healthcare and educational resources significantly impacts neurodivergent people. Many healthcare professionals lack the training to recognise and appropriately support neurodivergent conditions, resulting in inadequate support or neglect of essential care needs. There is also the worry that misunderstanding of neurodiversity, especially autism, can lead to being sectioned, a common practice for non-compliant adults in care (BBC, 2021).
Educational institutions often fail to provide necessary accommodations, leading to environments that do not support the learning styles of neurodivergent students. This can result in lower academic achievements and diminished opportunities for further education and personal development. The traumatic experiences of education have led to significantly lower numbers of autistic pupils moving on to further education and those that do have higher dropout rates due to lack of adequate support.
Moreover, limited employment opportunities remain a significant challenge. Recruitment processes and workplace cultures are frequently not designed to accommodate neurodivergent strengths, leading to high levels of unemployment or underemployment among neurodivergent individuals. Biases and misconceptions about neurodivergent abilities persist, further exacerbating these employment barriers.
The portrayal of neurodivergent individuals in UK media and popular culture often perpetuates stereotypes and misunderstandings (Milton, 2014). Mainstream representations frequently focus on deficit models, which depict neurodivergent people primarily in terms of their perceived limitations or challenges rather than celebrating their unique perspectives and achievements. This narrow focus can reinforce negative stereotypes, suggesting that neurodivergent individuals are inherently less capable or valuable than their neurotypical peers (Silberman, 2015).
For instance, media portrayals of autism often highlight extreme cases or focus on savant abilities, which do not represent the majority of autistic individuals. Such portrayals can lead to unrealistic expectations and a lack of understanding of the everyday experiences and strengths of neurodivergent people. Similarly, ADHD is often depicted as mere hyperactivity or lack of discipline, ignoring the complexity and diversity of how it manifests in different individuals.
Despite these challenges, grassroots movements and organisations in the UK, such as the National Autistic Society, advocate for neurodiversity rights and inclusion. They promote self-advocacy, community support, and policy reforms that address intersectional barriers (National Autistic Society, n.d.). These efforts aim to raise awareness, challenge stereotypes, and foster environments that embrace neurodiverse individuals’ strengths and contributions (Murray-Slutsky & Paris, 2016).
To support neurodiversity rights and inclusivity in the UK, individuals can educate themselves about neurodiversity and intersectionality, challenge biases in their communities and workplaces, and advocate for policy changes that promote equity and accessibility (Prizant, 2015). Resources such as books, articles, and community forums provide opportunities for further learning and engagement in advocacy efforts (Grandin & Panek, 2013).
In conclusion, neurodiversity remains significantly under-recognised compared to other equality issues in the UK despite its profound impact on millions of individuals nationwide. Intersectionality magnifies the challenges faced by neurodivergent individuals, highlighting the urgent need for inclusive policies and societal attitudes that recognise and celebrate neurological diversity (Bagatell, 2010). By embracing an intersectional approach to advocacy and policy-making, we can work towards a more inclusive UK society where all individuals, regardless of their neurological profiles, can thrive and contribute fully.
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