Autism, ADHD &
Neurodivergence
Understanding Neurodivergence: Taking a Neuro-affirming approach
As a psychologist and mental health nurse, I value and support the full diversity of how people experience the world. Neurodivergence is a term that describes natural variations in the human brain and nervous system that influence how individuals think, process information, feel, communicate, and interact with the world.
Neurodivergent conditions such as autism, ADHD, and dyslexia are not flaws or deficits – they’re differences in how a person is wired. Being neurodivergent is not inherently a disorder or deficit—it reflects a different, yet equally valid, way of experiencing and engaging with life. For many adults, especially those diagnosed later in life, learning about these differences can be a powerful and healing step toward understanding yourself more fully.
Autism (Autistic People)
Autism is a neurodevelopmental identity characterised by a unique cognitive and sensory profile. Autistic individuals often experience the world with heightened sensitivity, deep focus on areas of interest, and a preference for consistency, clarity, and authenticity in social interactions. Communication and sensory differences are not impairments—they are part of a distinct neurotype. For many, especially those diagnosed later in life, understanding autism can bring a sense of relief, self-recognition, and belonging after years of feeling “different” without explanation.
Autistic individuals may notice:
- A strong preference for routine or predictability
- Deep focus on particular interests
- Sensory sensitivity (e.g., to light, sound, or touch)
- A different style of communication or social interaction
Autism is not something to be “fixed”; it is a different way of being, with strengths in pattern recognition, creativity, honesty, and dedication. Late-diagnosed autistic adults often reflect on a lifetime of masking, misdiagnosis, or misunderstanding—and diagnosis can be a gateway to self-compassion, community, and empowered self-advocacy.
ADHD (Attention-Deficit/Hyperactivity Disorder)
ADHD is a neurodevelopmental variation that affects attention, executive functioning, energy regulation, and impulsivity. In adults—especially those diagnosed later in life—ADHD can show up as a non-linear thinking style, bursts of hyper-focus, challenges with time and task management, and emotional intensity. Far from being a lack of attention, ADHD often involves too much attention to multiple things at once, making prioritisation difficult.
Common signs in adults include:
- Difficulty with time management or organisation
- Racing thoughts or trouble finishing tasks
- Forgetfulness, restlessness, or impulsivity
- Periods of intense focus (hyper-focus), especially on things that are interesting or meaningful
A late diagnosis can be life-changing. Many late-diagnosed adults discover that traits they once thought were personal failings—disorganization, restlessness, forgetfulness—are actually part of a larger, neurologically based pattern, which are signs of a different brain style—one that is often creative, spontaneous, passionate, and resilient. Understanding ADHD can foster a more compassionate self-narrative, embracing strengths such as creativity, innovation, spontaneity, and resilience.
Dyslexia
Dyslexia is a learning difference that primarily affects the way people read, write, and process language. It is not linked to intelligence—many people with dyslexia are highly creative, strategic thinkers with strong problem-solving and spatial reasoning abilities. Dyslexia often involves differences in phonological processing, working memory, and verbal sequencing, which can make traditional reading and writing tasks more difficult.
Adults with dyslexia may:
- Struggle with reading speed or accuracy
- Mix up the order of letters or words
- Find it easier to learn visually or through hands-on experience
- Excel in big-picture thinking, problem solving, and creativity
Adults diagnosed with dyslexia later in life may look back on childhood struggles with reading, spelling, or self-esteem, often without understanding why things felt harder. Diagnosis can offer a sense of clarity, validating experiences that were previously misunderstood. It also highlights the importance of using alternative approaches to learning, communication, and expression—approaches that harness the strengths of the dyslexic mind.
On Receiving a Neurodivergent Diagnosis Later in Life
Being diagnosed as neurodivergent later in life can bring a mix of emotions—relief, grief, validation, and hope. Receiving a neurodivergent diagnosis in adulthood can be a profoundly validating and transformative experience. It often reframes a lifetime of confusion, self-criticism, or feeling out of step with others. It also opens doors to community, support, and tools for thriving in ways that align with one’s authentic self.
A late diagnosis is not about labelling, but about naming. It allows individuals to name their needs, embrace their identities, and access tools and communities that support their well-being. A diagnosis doesn’t define you—but it can empower you to:
- Understand your needs
- Access the right support
- Build self-compassion
- Connect with others who share similar experiences
A neuro-affirming approach doesn’t seek to “fix” neurodivergent individuals—it seeks to affirm them, reduce harm from inaccessible systems, and advocate for a world that honours neurological diversity. In my clinical practice as a psychologist and mental health nurse, I take a neuro-affirming approach in both clinical assessments and when providing counselling or psychotherapy—recognising that neurodivergent minds are not broken or disordered, just different. My goal is to help you understand yourself more deeply, embrace your strengths, and find ways to thrive that feel right for you. To find out more about the process of having a Clinical Psychological Assessment for diagnosis, please see my CLINICAL PSYCHOLOGICAL ASSESSMENTS webpage.
