Rethinking Neurodivergence: Advocating for Awareness, Inclusivity, and Proactive Change
A reflective report embracing diversity and challenging norms. A call for awareness and inclusivity in neurodivergent education, society, and gaming
I. Introduction
As an adult diagnosed with impulsivity Attention-Deficit/Hyperactivity Disorder (ADHD), I have spent years navigating the challenges and revelations that come with understanding my neurodivergence. The journey to diagnosis was one of self-discovery, clarity, and relief. It helped me make sense of habits and struggles I had carried for years, and it inspired me to dive deeply into learning about ADHD and its broader implications. My experiences, paired with a career in gaming and education, have illuminated the pervasive gaps in how society and systems understand neurodivergence.
Neurodivergence encompasses a broad spectrum of cognitive differences, from ADHD and autism to dyslexia to mental health conditions and beyond. It is more than a medical term; it is a lens through which we view and embrace human diversity. Yet, many of our systems, from education to the workplace, remain rooted in outdated, reactive frameworks that stigmatize or exclude individuals who do not fit the "neurotypical" mold. This reflective paper explores the educational and societal responses to neurodivergence, critiques the concept of "neurotypical," and highlights the intersection of neurodivergence and gaming. It advocates for awareness, inclusivity, and systemic change while inviting others to share their stories and engage in dialogue.
II. Education Systems and Neurodivergence
1. Diagnosis-Driven Models: Challenges and Limitations
Education systems worldwide often rely on diagnosis-driven models to provide support for neurodivergent students. In the UK, for example, families face significant delays, sometimes up to three years (The Times, 2025), to secure a diagnosis through the National Health Service (NHS). These delays, combined with the bureaucratic hoops schools require families to navigate, place unnecessary stress on students and parents alike. While UK laws allow parents to request accommodations without a formal diagnosis, many schools remain unaware or unwilling to adopt this proactive stance (Children's Commissioner for England, 2025).
In the US, while laws like IDEA and 504 plans mandate support for neurodivergent students, the process often stigmatizes students by segregating them into "special education" categories (U.S. Department of Education, n.d.). This division reinforces the notion that neurodivergence is an exception rather than a natural variation. Such frameworks highlight the limitations of reactive systems that rely on diagnoses, often excluding those without the means or time to secure them.
2. Proactive Approaches in Education
Proactive models, like Universal Design for Learning (UDL), offer an alternative that benefits all students, not just those labeled as neurodivergent (CAST, 2018). UDL emphasizes flexible teaching methods, multiple means of engagement, and inclusive assessment practices. For instance, in Finland, educators are trained to tailor their approaches to the diverse needs of students without requiring formal diagnoses. This equity-driven approach fosters inclusivity and reduces stigma, ensuring that all learners feel valued and supported (Finnish National Agency for Education, 2021).
Collaboration between institutions also plays a crucial role. Established schools and organizations must share resources, best practices, and research to help newer institutions develop comprehensive neurodiversity frameworks (Neurodiversity in Education CIC, 2024). Conferences, centralized databases, and accessible professional development can bridge the gaps in understanding and implementation.
3. Cultural Norms in Education
Educational practices are deeply influenced by societal norms around "normalcy" (Armstrong, 2012). The expectation that all students should learn, behave, and perform in the same way marginalizes those who do not fit this narrow definition. To create inclusive environments, schools must embrace neurodivergence as a universal aspect of human diversity (Health.harvard.edu, 2021). This shift requires systemic change, from teacher training to curriculum design, grounded in empathy and understanding (Institute for Learning, 2012).
III. Societal Attitudes: Stigma and Misunderstanding
1. The Impact of Dismissive Humor and Stereotypes
In workplaces and social settings, dismissive jokes about neurodivergence are common. Comments like, "We're all a little ADHD," or, "Did you take your medication today?" trivialize the challenges neurodivergent individuals face (Armstrong, 2012; ADHD Love, 2021). These remarks often stem from misunderstanding or frustration when neurodivergent behaviors, such as forgetfulness or hyperfocus, manifest repeatedly. While humor can sometimes break down stigma, it more often reinforces stereotypes and creates environments where neurodivergent individuals feel invalidated (BBC, 2019).
2. The Role of Advocacy and Storytelling
Creators like the ADHD Love couple have made significant strides in reshaping societal attitudes. Through videos, books, and online content, they share personal stories that resonate with audiences, demystifying neurodivergence and fostering empathy. For example, their book, Dirty Laundry, explores how understanding their diagnoses transformed their marriage, communication, and self-perception. These stories highlight the importance of advocacy rooted in vulnerability, which encourages others to reflect on their biases and seek understanding.
3. Amplifying Existing Resources
While many resources, webinars, and communities exist for neurodivergent individuals, awareness of these tools remains limited. Organizations like Neurodiversity in Education CIC and online platforms like Discord offer invaluable support but often remain underutilized (Neurodiversity in Education CIC, 2024). Advocates and educators must work to amplify these resources, making them more accessible and visible to those who need them.
IV. The Intersection of Neurodivergence and Gaming/Esports
1. Gaming as a Space for Neurodivergent Individuals
The gaming and esports industry often attracts neurodivergent individuals, offering structure, immediate feedback, and social connections (Anderson, 2020). Games provide a space where individuals can hyperfocus, engage with like-minded communities, and experience a sense of achievement. For many, gaming is more than a hobby; it is a sanctuary.
2. Challenges in the Gaming/Esports Industry
Despite its inclusivity, the gaming industry is not without challenges. Toxicity, lack of accessibility, and misunderstandings about neurodivergence persist (Verywellmind.com, 2023). For example, neurodivergent players may struggle with sensory overload during tournaments or face criticism for behaviors linked to their conditions. While some organizations have begun addressing these issues through adaptive technologies and flexible scheduling, there is still significant room for growth (Neurodiversity in Gaming, 2022).
3. Opportunities for Advocacy and Change
Educators, industry professionals, and advocates can play pivotal roles in driving change. By prioritizing neurodiverse hiring practices, designing inclusive games, and fostering supportive environments, the gaming industry can become a model for other sectors. Highlighting the contributions of neurodivergent professionals within the industry can also challenge stereotypes and showcase the value of cognitive diversity.
V. Personal Reflections: Growth, Advocacy, and Hopes
1. Overcoming Shame and Gaining Clarity
My diagnosis provided the clarity I needed to understand behaviors I once viewed as flaws. It led me to address comorbid challenges like food and soda addiction, which I now recognize as part of a cycle driven by dopamine needs. Through a 90-day video game fast with Game Quitters, consistent workouts, and non-stimulant ADHD medication, I regained control over my habits and built tools for self-discipline. This journey also fueled my passion for advocacy, inspiring me to speak openly about neurodivergence on panels, live shows, and in writing.
2. Advocacy and Raising Awareness
As a professor in gaming and esports, where so many students have some form of neurodivergence, anxiety, or special needs, I see first-hand the importance of awareness and inclusivity. My role as an advocate is to start conversations, amplify existing resources, and encourage others to share their stories. The information is out there; it simply needs to reach more people.
3. Challenging Readers to Reflect
I encourage readers to reflect on their own biases and assumptions about neurodivergence. How do we view "normalcy," and how might dismantling this concept create a more inclusive world? What can each of us do to foster understanding and acceptance in our communities?
VI. Conclusion
1. Recap
Neurodivergence is a natural part of human diversity, yet our systems and societal attitudes often treat it as an exception. By shifting from reactive, diagnosis-driven frameworks to proactive, inclusive models, we can create environments where everyone feels valued. Whether in education, workplaces, or gaming, embracing neurodivergence strengthens communities and fosters innovation. Let this paper be a call to action for greater awareness, advocacy, and dialogue. Together, we can move beyond "neurotypical" and build a world where diversity is celebrated, not stigmatized.
2. Building on the Foundation
While this paper provided a broad overview of neurodivergence in education, society, and gaming, it only scratches the surface of these complex topics. In future work, I plan to dive deeper into several critical areas that require further exploration.
The next paper will focus on education systems and their limitations in supporting neurodivergent students. I will examine how these systems often struggle to balance individual needs with systemic structures and discuss how normalization of neurodivergence in education can foster truly inclusive environments. Additionally, I will explore deeper the idea that perhaps everyone is neurodivergent, or as some describe it, "neuro-spicy", and the concept of neurotypical may not exist at all. This discussion will challenge the necessity of diagnosis-driven frameworks and advocate for a shift toward embracing diversity as the standard, rather than the exception. Lastly, I will address the stigmas surrounding neurodivergence, including the casual dismissal or trivialization of conditions like ADHD and OCD in social discourse, and the broader impact this has on understanding and acceptance.
Through these more focused explorations, I hope to push the conversation further, inspire deeper reflection, and continue advocating for a world that celebrates cognitive diversity. These topics are not just academic, they are deeply personal and integral to creating a society where everyone, regardless of their neurological profile, feels seen, understood, and valued.
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