Introduction
The term neurodivergent, as defined in the Cambridge Dictionary, is “having or related to a type of brain that is often considered as different from what is usual.” What does this mean? Neurodivergence is considered a broad spectrum, consisting of many conditions – ranging from ADHD to Bipolar Disorder to dyspraxia – that manifest linguistic, behavioral, and communicative abilities different from those of “neurotypical” individuals.
Environments such as school or the workplace with both neurotypical and neurodivergent people contribute to the concept known as neurodiversity. Just as cultural and racial diversity is a celebration, neurodiversity is a celebration of the many neurotypes of the human brain that vary from person to person.
It is important to note the difference in terminology when a person is labeled as neurodivergent versus working in a neurodiverse workplace with a distinction of people whose brains are wired differently.
Changing gears, in technical terms neurodiversity is an umbrella term that accounts for several broad categories of neurodivergent conditions – the most “common” or well-known of which being autism or ASD (Autism Spectrum Disorder), ADHD, dyslexia, and dyspraxia. Causes of these conditions can stem from experiencing trauma (which comprises the “Acquired Neurodiversity” category discussed further). Still in most cases, they are unknown and are often denoted as “a mix of genetic and environmental factors.” This is also why it is difficult to pinpoint diagnoses until more severe symptoms are present in an individual – and that could take years.
→ SOME STATISTICS: Over 20% of US adults live with a mental illness. Over 20% of youth (ages 13-18) have/used to have a debilitating mental illness. About 4% of U.S. adults live with a serious mental disorder like schizophrenia, bipolar disorder, or major depression. |
Why it Matters
While Neurodiversity Celebration Week is celebrated in March, Neurodiversity Awareness Month comprises the whole month of April. It’s focused on improving awareness of diverse experiences and different perspectives of the human brain within and expanding from educational and professional settings.
On this note, we as the Three Hearts decided to take the initiative for our community and more. Neurodivergence at school presents itself in many forms, and can be a struggle without proper support – but most of the time students (or teachers) aren’t cognizant of it. By committing to this project, we are gearing towards changing that by presenting crucial information about this topic in an easily accessible + comprehensible manner.*
As of 2022, there are at least 1 in 5 students in grades K-12 in public schools suspected of being neurodivergent. We claim “suspected” because most of the time, official mental health diagnoses are not obtained due to their expensive and time-consuming nature. In parallel, there has been an increase in students receiving special education in US public schools, especially in categories we can deem neurodivergent (19% seeking support for autism; 12% for a speech or language impairment). These sorts of numbers should raise alarms in parents, professionals, and students alike and spur us to learn what kind of help our fellows need to understand themselves and create more accommodating and educated spaces. As Albert Einstein once said, “Anyone can know. The point is to understand.”
*The content within this document is not a diagnosis for any individual. Instead, it can be shared with those who may benefit from it in seeking professional help.
Branches of Neurodivergence Being Explored or Addressed
ADHD
Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders. It is often seen in adolescent children and carries into adulthood. ADHD is characterized by inattention, hyperactivity, and/or impulsivity. For people with ADHD, these symptoms are recurring, severe, and interfere with how they function. There are three forms of ADHD depending on which symptom is more prevalent: Inattentive Presentation, Hyperactive-Impulsive Presentation, & Combined Presentation
Inattentive Presentation is when an individual finds it difficult to focus on details, follow directions or conversations, and arrange or complete tasks. This person will often lose track of everyday routine details or become easily sidetracked.
A person with Hyperactive-Impulsive Presentation may constantly fidget and feel restless. An individual may struggle with impulsivity and may be more prone to accidents/injuries than others.
Combined Presentation is the equal prevalence of both of the two types listed above.
Contrary to popular belief, factors such as eating too much sugar, television, or their environment do not cause ADHD. They may worsen symptoms, but they do not contribute to the main cause of ADHD. In reality, the cause(s) are unknown, but current research shows genetics plays a key factor in ADHD. In addition to genetics, other factors such as brain injuries, premature birth, and alcohol use during pregnancy may contribute to an ADHD diagnosis.
The primary age group for ADHD is between the ages of 4-17. Diagnoses in children and adolescents often last into adulthood. There is no single test to determine if an individual has ADHD – the process requires many steps. According to the CDC, to get a diagnosis, enough symptoms must be present for each presentation of ADHD.
Autism
Autism Spectrum Disorder is a neurological and developmental disability that affects 1 in 36 children in the U.S. People with ASD may exhibit distinct behaviors, modes of communication, interactions, and learning from most other people. ASD begins before the age of three and lasts throughout a person's life. People with ASD may have trouble with social communication and may present restrictive and repetitive behaviors that make it difficult for everyday life. These symptoms include: avoiding eye contact, having obsessive interests, and being upset by minor changes.
It is important that diagnosis is done as early as possible to ensure that people with ASD get the care they need. ASD can be detected by 18 months and can be diagnosed by the age of 3 or even younger. To get a diagnosis, a doctor needs to monitor and screen an individual's development. Monitoring the development, or developmental monitoring, is an active ongoing process of watching a child grow. Developmental screening is taking a closer look at how a child is developing. Taking an online screening test may indicate whether an individual presents a few symptoms, but it does not provide a diagnosis. A screening and a formal evaluation by a specialist is crucial.
Autism is a spectrum that varies from having issues with initiating social interactions to severe deficits in verbal and nonverbal communication skills. The varied manifestations and presentations of autism require different forms of treatment. Current treatments such as behavioral, developmental, pharmacological (such as risperidone and aripiprazole for treating irritability symptoms in children), and psychological treatments seek to appease the symptoms from interfering with daily functions. Many treatment plans require multiple professionals to cater to an individual.
Dyslexia
Dyslexia is a neurodevelopmental learning disability. It is heritable, lifelong, and symptoms can be detected in early childhood. It is caused by a disruption in the brain which makes language-related tasks difficult.
Signs and symptoms of dyslexia include difficulty spelling, trouble associating sounds with letters, trouble forming sentences, and problems with telling apart letters with similar shapes. These symptoms are often detected before the age of 3.
Dyslexia affects about 7% of people worldwide and exact causes are unclear. However, there are several factors that have been associated with cases of dyslexia. As stated before, dyslexia may be heritable, so genetics plays a key role. If a child has one parent with dyslexia, their chance of inheriting it is 30-50%. Another cause is differences in brain development and function, which is typically the case behind many neurological conditions. Lastly, disruptions in brain development and functions, from things such as infections and toxic exposures, increase the likelihood of dyslexia.
In order to get diagnosed, a careful evaluation of an individual's language skills is required by a specialist. Typically, getting a diagnosis as early as possible is best to ensure that an individual can get the help and support that they need. Currently, educational methods are the only method used to help treat dyslexia. It is crucial for a child to receive support from parents and teachers to ensure that they overcome their obstacles.
Dyspraxia
Dyspraxia, or developmental coordination disorder (DCCD), is a neurodevelopmental condition. It begins in childhood and causes difficulty in motor movement and coordination. Dyspraxia manifests a wide variety of issues, which may become more noticeable as a child gets older.
Symptoms include: poor balance, clumsiness, difficulty in perception, behavioral problems, and difficulty in reading, writing, and speaking.
The term “dyspraxia” may also be used to describe motor difficulties acquired later in life because of damage to the brain, from something such as a stroke. Dyspraxia affects about 6% of children and its direct causes are unknown. However, factors such as being born premature and having a low birth weight, increase the likelihood of having dyspraxia. Due to the fact that the rate of development for children varies, a diagnosis of dyspraxia is typically done when a child is 5 years or older. In order for a diagnosis to happen, a group of specialists have to assess a child's development and symptoms. A child typically needs to fulfill all of the following requirements in order to be diagnosed: symptoms developed in the early stages of development, motor skills significantly below the expected level, and lack of coordination that affects their daily activities.
There is no cure for dyspraxia but occupational therapy and physical therapy can help work through symptoms. Oftentimes, individually tailored therapies help with an individual's specific needs. Though dyspraxia does not affect the intelligence of a child, it can make it difficult for a child in school to keep up. To ensure that dyspraxia does not interfere with a child’s daily activities, diagnosing early on is crucial.
Tourette’s Syndrome
Tourette’s Syndrome (TS) is a neurological disorder primarily characterized by uncontrolled, rapid, and repetitive tics, which are and can be either motor-related or vocal in nature and can be simple or complex. TS symptoms begin to appear in early childhood and tend to last through adulthood. Tics are often expressed with more intensity in the presence of an environmental trigger or from attempting to suppress them. While they may seem to be voluntary – especially complex tics – in fact tics are experienced against a person’s will. By early adulthood, individuals with TS are able to better “manage” their tics to minimize the impact they have in a person’s daily life – but symptoms don’t fully disappear or go away even in the later, senior stages of life.
Tics themselves are not particularly destructive, but having Tourette’s is shown to tie into several other neurobehavioral problems such as ADHD, OCD, anxiety, learning disabilities, and sensory issues.
Research is ongoing regarding the causes of Tourette’s, but current research is linking TS to abnormalities in certain regions of the brain including the basal ganglia, frontal lobes, and cortex. Other possible causes are mutations in genes that form neurons and the connections between them, but these also show links to obsessive-compulsive or milder tic symptoms.
Epilepsy
Epilepsy is one of the enigmas in the mental health field, because of its highly multifaceted nature. Epilepsy, sometimes called a seizure disorder, is when a group of nerve cells send the wrong chemical/electrical signal from the brain to other organs or muscles, resulting in a surge of neural energy causing involuntary movement, sensation, and/or behavior. The severity, nature, and frequency of seizures vary significantly between people. While epilepsy is characterized by seizures, it is important to note that having a seizure does not necessarily point to being epileptic – it could be another condition – which is why a proper diagnosis is crucial. Just as there are many types of seizures, the same goes for the types of epilepsies on the spectrum. (See Works Cited to read into the full breakdown)
Epilepsy targets all demographics of people, and it develops as a result of a variety of co-occurring neurological conditions or occurrences. This can include a stroke, brain inflammation, head trauma, Alzheimer’s, brain bleeding, or a tumor – as well as neurodevelopmental disorders such as autism. Genetics and family history also play a key role in identifying epilepsy for a diagnosis. Stress is the most common trigger for seizures, even in individuals receiving treatment and medication. This is because stress causes the release of hormones such as cortisol and adrenaline, which can directly impact areas in the brain related to regulating emotions, stress, as well as seizure onset. Essentially, the hormones make the brain more susceptible to abnormal electrical discharges which cause seizures.
Certain types of epilepsy often display themselves from childhood, but epilepsy can occur in a person without any clear indication of an origin – which is why diagnoses are often difficult. Diagnosing methods currently include various types of brain imaging and treatment options range from antiseizure medications to surgery options. Epileptic individuals are monitored closely with safety as a priority because of the notably unpredictable nature of the disorder and its symptoms.
Acquired Neurodiversity
Acquired neurodiversity is having a neurological condition as a result of an occurrence in an individual’s life. This can be a traumatic head injury that causes brain damage, prolonged violent abuse or childhood trauma, or a singular disturbing event. The resulting conditions are often misdiagnosed because symptoms across the board are relatively similar, and more often than not are found to be co-occurring with a mental illness that an individual already has (such as ADHD or a tic disorder).
This category of neurodivergent conditions is a broad umbrella for disorders ranging from major depression to schizophrenia, but herein only a few – commonly misunderstood or less common – will be discussed to shed light on this category overall.
Dissociative Identity Disorder (DID):
Dissociative identity disorder, which affects about 1.5% of the global population, is the state of an individual experiencing multiple distinct identities or “alters” autonomously of one another. This phenomenon is the result of severe childhood abuse or trauma (in 90% of known cases), which essentially destroys a child’s sense of self and perception of reality – eventually, the brain cannot tolerate it so it dissociates. The “alters” of an individual with DID have their own separate characteristics, such as name, personality, behaviors, memories, and even diction. The switch of an individual from their regular state to that of an alter is triggered by a stressor, such as a stressful situation. The switch is often characterized by a shift in posture or trance-like behaviors including eye-blinking or eye-rolling.
DID diagnoses take place later in life, last anywhere between 5 and 12 years, and are frequently misdiagnosed for other disorders such as borderline personality disorder – and thus wrong treatments are practiced on patients. People with DID reminisce on gaps in their memory (as a result of their altered state taking over), sleeplessness, and especially suicidal and harmful ideation. For this reason, the main goal of professionals when treating DID patients is ensuring safety and stabilizing them, to reduce the risk of self-harm or harm to others.
There is no cure for DID, so extensive individual therapy focused on integration, stabilization, and rehabilitation is the best practice for affected individuals. A wide range of medicines have been tried for the use of symptom reduction but have not proven effective thus far. Treatment is a multifaceted, lengthy, and trying process.
Obsessive-Compulsive Disorder (OCD):
Obsessive-compulsive disorder is a long-lasting disorder that affects 2% of the population worldwide. It is characterized by obsessive thoughts and compulsive behaviors.
Obsessive thoughts (obsessions) are repetitive, intrusive, and unwanted thoughts that often induce anxiety. This includes fear of germs, fear of losing control, a desire to have everything in a symmetrical order, and aggressive thoughts towards others or themselves.
Compulsions are the repetitive behaviors an individual feels urged to do. This includes excessive cleaning, ordering items in a precise manner, and repeating words silently.
It is important to keep in mind that not all repeated thoughts equal obsessions, and not all habits equal compulsion. When it comes to people with OCD, their obsessions and compulsions are out of their control. They typically spend more than an hour a day on their obsession/compulsion and experience significant interference in their daily lives because of it.
Symptoms of OCD typically develop from late childhood to early adulthood. Over time, an individual's symptoms may change, may worsen, or even go away for a while, However during times of stress or when faced with a trigger, symptoms tend to get worse.
The exact causes are unclear, however, factors such as family history and life events increase the likelihood of an individual developing OCD. You’re more likely to develop OCD if a family member has it because of your genes or as a learned behavior. OCD is more common in people who have been bullied, abused, or neglected.
OCD can be treated through psychotherapy and medication. Cognitive behavioral therapy is a type of talk therapy used to recognize harmful ways of thinking. Exposure and response prevention therapy is a type of therapy where people with OCD are gradually exposed to their triggers. This therapy prevents individuals from indulging in their compulsions. Children may need additional help from parents and specialists to help cope and control their symptoms.
Bipolar Disorder:
Bipolar disorder is a mental illness that affects 7 million adults in the U.S. It is characterized by unusual shifts in mood, energy, and concentration levels, which interfere with an individual's ability to carry out daily tasks. There are three types of bipolar disorder: Bipolar 1 disorder, Bipolar 2 disorder, and Cyclothymic disorder.
Bipolar 1 disorder is characterized by a manic episode that lasts for at least 7 days or the symptoms become so severe that immediate medical attention is crucial. Depressive episodes occur as well, and typically last for 2 weeks. Both episodes occurring simultaneously is possible, and experiencing four or more episodes within a year is called “rapid cycling”.
Bipolar 2 disorder is defined by hypomanic and depressive episodes. Hypomanic episodes are less severe than manic episodes seen in Bipolar 1. They are characterized by periods of psychosis that do not require hospitalization. Unlike Bipolar 1, depressive episodes are much more frequent and intense, warranting careful monitoring.
Cyclothymic disorders are longer term with less intense mood swings. It is chronic, and characterized by recurring hypomanic and depressive episodes that are less severe than the ones in Bipolar 2. For cyclothymia, symptoms must persist for 2 years ( 1 year in children and adolescents) without meeting the full criteria for hypomanic, manic, or depressive episodes.
Symptoms of manic episodes: feeling more active than usual, decreased need for sleep, having racing thoughts, and feeling that you are able to do many things at once without feeling tired.
Symptoms of depressive episodes: feeling restless, talking slowly, having trouble concentrating, and feeling worthless or even suicidal.
Bipolar disorder is often diagnosed from late adolescence to early adulthood. Many people with bipolar disorder are also diagnosed with conditions such as anxiety and ADHD. Individuals may even present symptoms of psychosis. Factors such as genetics, triggers, and chemical imbalances may cause bipolar disorder. In regards to triggers, factors such as abuse, breakdown of a relationship, death of a loved one, or even overwhelming problems in everyday life (money, work, or relationships) can spur a depressive or manic episode.
Bipolar disorder is treated through things such as medication and psychotherapy. In regards to medicine, mood stabilizers are used to prevent manic and depressive episodes such as lithium, antipsychotic, and anticonvulsant medication. Antidepressants are typically used alongside these medications to help with depressive episodes. These treatments are extensive and serve as a method to appease symptoms.
Borderline Personality Disorder:
Borderline personality disorder severely affects an individual’s ability to manage their emotions, creating a loss of grasp over them. This loss manifests in highly impulsive, often dangerous, behaviors and unstable relationships with friends and family. Individuals have an all-good or all-bad view of themselves and their environment, and symptoms include constant feelings of emptiness, negative self-image, impulsivity, recklessness, dissociation from reality (different from that of DID), self-harming ideations, and a characteristic of beginning or ending relationships in a direct, headfirst manner. Symptoms lasting over a year are key to diagnosing this disorder in late adolescence or early adulthood. As the National Institute of Mental Health notes, “People with borderline personality disorder have a significantly higher rate of self-harming and suicidal behavior than the general population.”
The development of borderline personality disorder is influenced by genetics (if a family history includes members with borderline personality), brain structure, or a combination of traumatic life experiences and/or series of invalidating, heavily conflicting relationships. Often, borderline personality co-occurs with other mental disorders like PTSD, bipolar disorders, anxiety, or eating disorders. Treatment for borderline personality disorder usually consists of psychotherapy (aka talk therapy) and sometimes medications, such as mood stabilizers, that target specific symptoms.
Symptoms | Primary age groups | Getting a diagnosis | Comments | |
ADHD | Inattention, impulsivity & unfocused motor activity | Children between ages 4-17 | Symptoms must be chronic & impair the person's ability to function | Many available treatments such as stimulant medication, psychotherapy, or education |
Autism | Problems with social interaction and repetitive/restrictive behavior | Diagnosed before the age of 3 | Developmental monitoring and screening | Many different types of treatments are available to reduce the interference of symptoms with everyday life |
Dyslexia | Difficulty spelling, trouble associating letters with sounds, and trouble learning the names of letters | Often diagnosed by the age of 3 or younger | Evaluation of spelling, vocabulary, word recognition, and decoding | Learning disability that makes language-related tasks difficult, different levels of severity. |
Dyspraxia | Poor balance, clumsiness, and difficulty in perception. | Diagnosed at the age of 5 or older. Acquired dyspraxia is often in adulthood | Evaluation of a child's motor abilities and development. | Does not affect a child’s intelligence. Acquired dyspraxia may result from a stroke or other brain injuries. |
Tourette’s | Motor/vocal tics beginn- ing in ages 5-10 (often in the head or neck area) | 5 years old – adulthood (early 20s) | Presence of frequent daily motor & vocal tics, onset before age 18 | Individual psychotherapy may help to cope with having TS |
Epilepsy | Focal, generalized, or other seizures | Any | EEG, SEEG, CT, PET imaging/scanning; observing seizures | Diet and lifestyle changes are also a unique approach to managing epilepsy |
*This is a condensed table of information. Sources used here are cited below and should be read in full to get a full understanding of each element depicted here.
Conclusion
To conclude, this study served to provide a perceptive introduction into the wide breadth of neurodiversity, shedding light onto a variety of conditions like dyslexia, ADHD, autism, and more. However, it's important to recognize that this field includes many more conditions and disorders that were not completely explored in the context of this study.
We want to emphasize how important it is to watch out for signs of neurodivergence in loved ones. Many people might be reluctant to discuss their challenges for a variety of reasons such as fear and cultural stigmas. However, we can and should establish a secure environment, make resources and assistance more accessible, and foster true community neurodiversity. This is only the beginning: much more needs to be explored and understood, but that starts by accepting and supporting the cause with good intentions.
Written by: Zoya H & Faizah F
Works Cited
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“Why “Neurodiversity” and “Neurodivergence” Shouldn’t Be Used Interchangeably.” Www.theswaddle.com, www.theswaddle.com/why-neurodiversity-and-neurodivergence-shouldn-t-be-used-interchangeably. Accessed 28 Apr. 2024.
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