Rethinking Neurodiversity:A Strength-Based Approach
Rethinking Neurodiversity: A Strength-Based Approach
Neurodiversity encompasses conditions such as ADHD, dyslexia, and autism. Too often, these are seen only through the lens of what individuals cannot do. But what if we considered them from a different perspective? What if we acknowledged that the achievements of neurodiverse individuals take place not despite their conditions, but because of them?
This embodies a strength-based approach. Rather than concentrating on deficits, we emphasise abilities, talents, and unique perspectives. Many individuals with neurodiverse profiles thrive precisely because of how their brains function, not despite it.
When a diagnosis is framed solely in terms of limitations, it can impact a person’s self-esteem. Labels can lead to lowered expectations, and this is significant. The Pygmalion effect suggests that individuals typically perform in accordance with the expectations placed upon them. If we expect less, they may achieve less. However, if we recognise their strengths and believe in their potential, they are far more likely to succeed.
Let’s change the narrative. Let’s stop defining people by what they can’t do and start supporting them based on what they can do — and who they are.
Why Slower Doesn’t Mean Less Capable
Children with neurodiversity often need more time to process and understand information. This doesn’t mean they’re less capable—it just means they think and learn differently.
Imagine two people assigned to chop down trees. One jumps right in and starts hacking away. The other takes a moment to sharpen their machete, thinking about the best method. At first glance, it may seem as though the second person is slow or falling behind. However, once they begin cutting, the sharpened tool and thoughtful planning allow their work to be faster and more efficient.
This serves as a powerful metaphor for how many neurodiverse children learn. The initial stages can be challenging—they may require more time, support, and understanding. However, in the right environment—one that’s encouraging, patient, and tailored to their strengths—they often thrive. In fact, over time, they can achieve remarkable outcomes, sometimes even surpassing their neurotypical peers. The key is to recognise and nurture their potential, not to rush or judge the pace at which they start.
Reframing features of Neurodiversity
Take autism, for example. Repetitive behaviour is often viewed as a symptom of concern. However, if this behaviour results in a successful outcome, we might instead describe it as perseverance or persistence. Individuals with autism are often characterised as being detail-oriented, honest, and loyal. They may have fewer interests, but these are pursued with deep and passionate commitment. While they may not be naturally social in conventional ways, they offer sincerity, loyalty, and focus—qualities that are incredibly valuable.
This kind of reframing helps us shift from a deficit-based model to a strength-based approach. The same applies to ADHD. What’s labelled as hyperactivity can also be viewed as high energy. Distractibility? That’s the other side of creativity. Many people with ADHD are big-picture thinkers, can multitask effectively, remain calm in crisis situations, and bounce back quickly from setbacks. These are traits that flourish in dynamic environments.
In dyslexia, the challenges with reading are often paired with remarkable strengths—creativity, strong social skills, and the ability to think in distinctive ways. Dyslexic individuals frequently excel in what’s known as “MIND” strengths:
- M for Material reasoning (thinking in 3D or visualising concepts),
- I for Interconnected reasoning (recognising relationships others might overlook),
- N for Narrative reasoning (telling stories and understanding experiences through personal meaning),
- D for Dynamic reasoning (predicting and understanding systems and change over time).
This shift aligns with the principles of Positive Psychiatry—a model of mental health that focuses not only on reducing symptoms but also on enhancing well-being, strengths, and growth. It contrasts with traditional models of psychiatry that often prioritise symptom control above everything else.
Understanding Different Perspectives
Imagine this: There’s a car parked in the middle of the road between two buildings. A person walks down the stairs from one building, looks at the car, and confidently states, “The car is white.” At the same time, another person walks down the stairs from the opposite building, gazes at the same car, and says, “No, it’s black.”
Later, while sharing a cuppa, they argue. One insists the car is white, while the other claims it’s black. Frustrated, they decide to return to the car together. As they circle it, they both suddenly realise the truth: the vehicle is painted half white and half black. They were both right; they viewed different sides of the same coin. This serves as a powerful analogy for how we often perceive the world, particularly about our understanding of neurodivergent children.
Too often, people view things from just one perspective. One viewpoint might highlight deficits—what a child struggles with. Another viewpoint might recognise unique strengths, such as creativity, attention to detail, or intense curiosity. However, these views aren’t conflicting; they are simply different angles of the same child.
When we walk around the “car” and take the time to understand the whole picture, we begin to see that many of the traits we might label as weaknesses can also be seen as strengths, depending on how we choose to look at them.
Disclaimer: The content in this article is intended solely for general information. Please consult a medical expert for guidance on any medical concerns you may have. The views described in the article may not hold good in all cases of neurodivergence.
Suggested resources
Dave Thompson.Rebranding the brain: Neurodiversity at work, TEDx Danville.
Neurodiversity: From Phenomenology to Neurobiology and Enhancing Technologies, edited by Lawrence K. Fung.