Every brain is different. Neurodiversity includes all forms of neurocognition, as it describes the range of neurocognitive variations across humans (Walker, 2021; Emergent Divergent, n.d.; Kapp, 2020). A neurotypical person aligns with the neuronormative and socially accepted standards (Kapp, 2020) and therefore experiences social privilege in a world that fits their cognitive style (Walker, 2021). Neuronormativity is the belief that there is a superior and ‘right’ way for the brain to function (Wise, 2024), although these standards are socially and culturally constructed (Emergent Divergent, n.d.). The following text discusses examples of ableism, systemic biases, social exclusion and invalidation, masking, and burnout.
Framing & Perspectives
Initially, neurotypical referred exclusively to people who were not autistic. As neurodiversity movements started to embrace more and include people outside of the autism spectrums, the term broadened to anyone who is not neurodivergent (Ariane Resnick, CNC, 2024). This entry will use the term neurominority to refer to individuals under the neurodiverse banner with autism, ADHD, dyslexia, dyspraxia, bipolar disorder, and OCD (Baumer & Frueh, 2021; Ne’eman & Pellicano, 2022; Doyle, 2020), and neuromajority for individuals who comfortably align with the neuronormative and expected standard of neurotype of the dominant cultures (Kapp, 2020).
The term “neurotypical” can be used to describe individuals who are not on the spectrum lack of strengths than those on the spectrum have (Ariane Resnick, CNC, 2024), e.g., neurotypical people may focus more on material things that align with social norms – even if it can be hurtful or destructive to themselves or others. Accommodating their cognitive style, neurotypical individuals experience social privilege (Walker, 2021). For the neurotypical brain, it may be more comfortable empathizing and interacting with people who share the same communication styles. The idea of neurotypicality reinforces the idea that there is a “normal”, “default” state of being and maintains structures designed for a neuromajority (Charlotte Valeur, ION Neurodiversity, n.d.). However, understanding and connecting with differing worldviews, perspectives, and communication styles not only improves your knowledge, it improves your relationship with those around you. Coined by Dr. Damian Milton (2012), the Double Empathy Problem refers to a mutual breakdown in understanding between neuromajority individuals and neurominority individuals. Prior stigma and stereotypes categorized neurominorities as lacking empathy, the Double Minority Problem emphasizes the drive to understand the other side’s point of view due to differences in perception and interpretation of the world. In general, neurotypical or neuromajority people can more easily access nonverbal cues, common conversational norms, and social scripts. Through neuromajority lenses, some neurominorities communicate in different, direct, or in less easily interpretable ways (Charlotte Valeur, ION Neurodiversity, n.d.). For example, an autistic person may avoid eye contact, speak bluntly, or hyperfocus on a topic—behaviors that neuromajorities may misread as disinterest or rudeness, rather than as signs of deep engagement. Conversely, neurominorities may feel invalidated when neurotypicals insist on small talk, downplay sensory sensitivities, or overlook intense interests (Charlotte Valeur, ION Neurodiversity, n.d.).
Most neuromajorities can manage or navigate social interactions without being exhausted, confused or distressed compared to neurominorities. Neuromajorities are more likely to be able to socialize in settings that neurominority individuals might experience as overwhelming for example due to stimulation such as a loud bar or a music concert (Ariane Resnick, CNC, 2024). To neurominorities, it might seem that Neurotypical people are able to navigate education and corporate worlds seamlessly, where unspoken social norms prevail. The Double Empathy Problem engages empathy across all kinds of social, cultural and cognitive differences, people from minority groups, different socioeconomic backgrounds, or diverse cultural contexts often face similar challenges.
Many neurominorities adapt their natural styles to fit neuronormative expectations—a process often referred to as code-switching. In academic or professional spaces where subtle nonverbal cues and unwritten rules are critical, this constant adaptation can be exhausting (Kaufmann, 2024). Examples for common differences include anecdotal storytelling, oversharing or undersharing, bluntness, or difficulties with emotional expression such as alexithymia (Doetsch, 2023). This pressure to perform neurotypical behavior, especially in corporate or institutional settings, can severely impact mental health. Many neurominorities experience neurotypical social interaction as performative, unnatural, and emotionally draining. For autistic individuals in particular, mimicking neuronormative interaction styles can require immense effort and lead to burnout or masking fatigue (Angelo, Chan, & DeThorne, 2019).
Relevance
An ableist culture constantly favors neurotypical people and most who fall under the umbrella of neurotypical are not aware of their privileges. These privileges are mostly invisible to them since their cognitive style aligns with societal structures, whereas neurominorities are constantly challenged in not having their needs and differences accommodated (Ariane Resnick, CNC, 2024). The Neurodiversity paradigm challenges the notion of a single neurocognitive style, claiming that such standards are a socially constructed fiction.
How can we foster empathy across neurotypes? (Charlotte Valeur, ION Neurodiversity, n.d.)
- Acknowledging difference: differences are a variation in human cognition that deserve respect, accommodation and appreciation
- Inform yourself about neurodiversity: knowledge is key to challenge assumptions about what constitutes “normal” behavior and communication
- Adopt Flexible Communication: instead of expecting neurominority individuals to adapt to societal norms, neuromajority people can practice flexibility in communication, e.g. more explicit verbal communication, avoiding idiomatic language, or accepting different forms of social interaction
- Create inclusive spaces: this can involve adjusting sensory inputs, allowing time for processing or reframing social expectations
- Practice active empathy: make the effort to empathise with neurominorities by asking questions, listening without judgment and avoiding assumption on own social expectations. However, be aware of boundaries and emotional labour!
Moving away to perceive neurotypicality as the “typical”, we can engage in deeper connection, more inclusive spaces and societies where all neurotypes and lived-experiences are valued, heard, and respected.
Keywords: Social Norms, Identity Politics, Neurodiversity, Neurodivergence, Neurodiversity Movement, Neurodiversity Paradigm, Neuronormativity
Connected terms: Neurodiversity, Ableism, Bodily Autonomy
References
Angulo, H., Chan, M., & DeThorne, L. (2019). Life Is a Stage: Autistic Perspectives on Neurotypicality. Https://Home.Liebertpub.Com/Aut, 1(4), 276–285. https://doi.org/10.1089/AUT.2019.0024
Baumer, N., & Frueh, J. (2021, November 23). What is neurodiversity? – Harvard Health. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
Charlotte Valeur, ION Neurodiversity. (n.d.). Understanding neurodiversity: Communication, empathy, and inclusion. Institute of Neurodiversity (ION). Retrieved from Through our Eyes – Charlotte Valeur – ION Neurodiversity
Doetsch, C. (2023, April 18). Communication with Neurodivergent Clients | Associated Bodywork & Massage Professionals. https://www.abmp.com/updates/blog-posts/communication-neurodivergent-clients
Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021
Emergent Divergent. (n.d.). What is neurodiversity?https://www.emergentdivergent.com/
Kapp, S. K. (2020). Autistic community and the neurodiversity movement: Stories from the frontline. Palgrave Macmillan. https://doi.org/10.1007/978-981-13-8437-0
Kaufmann, E. (2024, January 20). 3 Most Common Communication Challenges for Neurodiverse Adults. https://www.upskillspecialists.com/post/3-most-common-communication-challenges-for-neurodiverse-adults
Milton, D. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability & Society, 27(6), 883–887. https://doi.org/10.1080/09687599.2012.710008
Ne’eman, A., & Pellicano, E. (2022). Neurodiversity as politics: The social model of disability and the advocacy of the autistic self-advocacy movement. Autism, 26(4), 876–884. https://doi.org/10.1177/13623613211035936
Resnick, A. (2024). Neurotypical privilege: Why it matters. Retrieved from Neurotypical: Definition, History, Characteristics
Vance, T. (2021, April 5). Weavers and Concluders: Two Communication Styles No One Knows Exist. NeuroClastic. https://neuroclastic.com/weavers-and-concluders-two-communication-styles-no-one-knows-exist/
Walker, N. (2021). Neuroqueer heresies: Notes on the neurodiversity paradigm, autistic empowerment, and postnormal possibilities. Autonomous Press. Retrieved from NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS • NEUROQUEER
Wise, A. (2024). Neuronormativity and its cultural construction.
Zurcher, A. (2012, May 8). Autism and the Neuromajority . Emma’s Hope Book. https://emmashopebook.com/2012/05/08/autism-and-the-neuromajority/
