# Understanding Neurodivergence

*Adapted from CDC, NIH/NIMH and NIH/NICHD public-domain materials. Free to share, print, remix.*

**Neurodivergence** describes natural variation in how brains process, learn, and experience the world — autism, ADHD, dyslexia, dyspraxia, Tourette's, and more. It is a **difference**, not a deficit. The framing matters: peers who understand this respond with curiosity instead of correction.

## Core ideas

- **Neurodiversity is normal.** Roughly 1 in 6 young people has a developmental difference (CDC).
- **Sensory experience varies.** Lights, textures, noise, and crowding can be overwhelming — or under-stimulating.
- **Communication styles vary.** Direct language, extra processing time, and written follow-ups often help.
- **Masking is exhausting.** Many neurodivergent students hide traits to fit in; that hiding has a cost.

## What good peer support looks like

- **Ask, don't assume.** "What helps when this happens?" beats "You should…".
- **Offer choice.** Quiet corner or busy table? Talk now or later? Text or voice?
- **Reduce sensory load.** Dim a light, step outside, offer noise-cancelling headphones.
- **Respect stims.** Rocking, tapping, fidgeting are regulation tools — not distractions to stop.
- **Name it plainly.** "I noticed the noise got loud in here — want to move?"
- **Believe them.** If a peer says a smell, sound, or texture is too much, treat it like pain — real, and reason enough.

## Language that respects the person

- Follow the person's preference: many autistic people prefer **identity-first** language ("autistic person"), others prefer **person-first** ("person with autism").
- Avoid "high-functioning" / "low-functioning" — the CDC and NIH have moved away from these labels because they mask individual needs.
- Never use diagnoses as slang ("so OCD", "totally ADHD of me").

## Common myths, briefly answered

- **"They just need to try harder."** Effort is often higher, not lower — the brain uses different routes.
- **"They can't handle real jobs / friendships / school."** With right supports, most can and do.
- **"It's a phase."** Neurodivergence is lifelong; supports and self-understanding change with age.

## When to loop in an adult

If a peer:
- talks about self-harm or ending their life,
- shows a sudden change (withdrawal, appetite, sleep, mood),
- describes being hurt at home or at school,

then link them to a trusted adult *today*. Peer support is real support — and its most important skill is knowing when to hand off.

## Sources

- **CDC** — Data & Statistics on Children's Mental Health, and Learn the Signs / Act Early. cdc.gov
- **NIH / NIMH** — Autism Spectrum Disorder, ADHD, and Child & Adolescent Mental Health topic pages. nimh.nih.gov
- **NIH / NICHD** — Reading & Learning Disabilities information hub.
- **WHO** — *Mental Health of Adolescents* fact sheet.