Context is key to understanding

Read this page before attending one of our workshops to get the most out of your experience. It covers key background, including the historical context, scientific and social foundations, and guidance on using respectful, inclusive language.

Neurodiversity is the natural variation in how people think, learn, and process information. Neurodivergence refers to individuals whose brains function differently from the societal “norm,” such as those with ADHD, autism, dyslexia, or dyspraxia.

It’s relevant to sport because neurodivergent people often face barriers - but also bring unique strengths. Recognising and supporting these differences helps create inclusive environments where all athletes can thrive.

Logo of Neurodiverse Sport with stylized initials 'NDS' and the full name spelled out.

A Timeline of the neurodiversity movement

  • Late - 19th - 20th Century Cognitive Norms

    Late - 19th - 20th Century Cognitive Norms

    The concept of "normal" human neurology and behaviour emerged in the late 19th and early 20th centuries, with psychology and psychiatry defining it based on statistical averages.

  • Late - 19th - 20th Century Medical Model of Disability

    Late - 19th - 20th Century Medical Model of Disability

    The medical model of disability emerged in the late 19th and early 20th centuries, viewing disability as a medical condition to be diagnosed, treated, and cured by healthcare professionals.

  • Mid - 20th Century Diagnostic Labels

    Mid - 20th Century Diagnostic Labels

    Neurodivergent diagnoses began to be more broadly established in the mid-20th century, with conditions like autism, ADHD, and dyslexia being recognised and formalised in diagnostic manuals.

  • 1970s Social Model of Disability

    1970s Social Model of Disability

    The social model of disability emerged in the 1970s as a response to the medical model. It shifted the emphasis from "fixing" the person to addressing discrimination and inaccessibility.

  • Late 1990s Neurodiversity Movement

    Late 1990s Neurodiversity Movement

    The neurodiversity movement began in the late 1990s, largely within the autism community, advocating for the recognition of neurological differences as natural variations rather than deficits.

  • Late 1990s Neurodiversity Paradigm

    Late 1990s Neurodiversity Paradigm

    the neurodiversity paradigm is a conceptual framework for understanding the neurodiversity movement. It underpins the movement's focus on acceptance, inclusion, and support.

  • Current Traits-Based Assessment

    Current Traits-Based Assessment

    Traits-based assessment focuses on an individual’s specific strengths and challenges, rather than diagnoses, providing personalised support that acknowledges unique needs across different neurotypes.

  • Current Transdiagnostic Mapping

    Current Transdiagnostic Mapping

    Transdiagnostic mapping identifies shared traits across different conditions, focusing on underlying patterns of behaviour and cognition, rather than separate diagnoses, to guide more effective support.

  • In Practice Neuroinclusion Benefits All

    In Practice Neuroinclusion Benefits All

    Neuroinclusive practice creates environments where diverse ways of thinking are valued and a culture of acceptance and empowers all individuals to perform at their best.

“The neurodiversity movement is a social movement”

What does this mean?

neurodiversity is not just a scientific concept—it’s also part of a broader push for social change. The neurodiversity movement challenges the idea that neurological differences (like autism, ADHD, dyslexia) are problems to fix. Instead, it promotes acceptance, equal rights, and meaningful inclusion for neurodivergent people in society, including in schools, workplaces, and sport.

Key facts

So, while the movement is social in its goals (equity, inclusion, dignity)…

It’s also backed by a factual understanding of how diverse brains work.

Language

Instead of This

“Normal people”

“What’s wrong with you?”

“You don’t look autistic.”

“High-functioning / Low-functioning”

“Suffers from ADHD”

“They’re just being difficult.”

“It’s just an excuse.”

Say / Think This

➜➜➜ “Neurotypical people”

➜➜➜ “Can you tell me how you experience things?”

➜➜➜ “Thanks for sharing that with me.”

➜➜➜ “They have different support needs.”

➜➜➜ “Lives with ADHD” or “Is ADHD” (depending on preference)

➜➜➜ “Maybe they’re communicating differently.”

➜➜➜ “Let’s try to understand what’s going on.”

Thank you for taking the time to read our pre-workshop content. By doing so, you’re already helping to create more inclusive spaces in sport.

This foundation will not only deepen your learning during the workshop but also equip you to be a more thoughtful, informed, and impactful ally or advocate. Thank you for being part of the change.