100% agreement
Sometimes, it can happen in the blink of an eye. A quick joke, offhand remark, or casually thrown slur has the power to cut into someone’s sense of self. When the punchline is someone’s brain function, the jokes, name-calling, and shaming stop meaningful progress in its tracks.
This can be a reality for neurodivergent learners, as misinformation around the topic normalizes accidental (and intentional) harm. Unaware of the magnitude of their words, students are left uneducated. Those with malicious intent are left unchecked.
Like any deeply personal aspect of identity, neurodivergence does not fit comfortably into a box. The definition is fundamentally othering in nature–it means “not normal.”
According to the National Cancer Institute, 15-20% of people experience some form of neurodivergence, including: learning disabilities, attention deficit and anxiety disorders, obsessive-compulsive disorder, and Tourette’s Syndrome.
Those who experience neurodivergence may possess unique strengths, such as adept memorization skills and hyper-focus abilities, but navigate challenges in learning environments due to the way their brain processes information.
A lack of education adds to the problem. Students struggle to conceptualize that neurodivergence falls largely on a spectrum, and those actively inflicting harm weaponize this lack of awareness to avoid accountability. There is not one look to neurodivergence, leading to harmful misconceptions at school, only further exacerbated by social media.
Open discussion of mental health issues on social media may resonate with teens during a crucial phase of identity development and self-discovery, according to Jennifer Katzenstein, director of psychology, neuropsychology, and social work and co-director of the Center for Behavioral Health at Johns Hopkins All Children’s Hospital. When neurodivergent communities share their experiences online, it is acceptable for audiences to feel empathy and pursue further research. However, teens may get ahead of themselves based on this initial feeling of visibility, leading to what may be an incorrect self-diagnosis based on limited information.
Competitive academic environments like SPA magnify misinformation as peers dismiss neurodivergence as a means to obtain an unfair advantage. When every second counts on a test or project, accommodations like extended time may appear to disproportionately ease the experience of a neurodivergent classmate and create feelings of entitlement and envy. Instead, stop to consider why others utilize them in the first place. Any other response undermines the necessity of these support systems, stigmatizing their use for those who rely on them.
Support exists for neurodivergent students, often behind the scenes through the Center for Learning and Teaching. The staff works to provide the privacy and sensitivity these situations deserve. However, while a more inward-facing approach may be necessary, the school must implement more outward-facing education to foster inclusion. This could include assemblies, advisory discussions, guest speakers, or units during required Wellness classes.
Anywhere identity is discussed, neurodivergence must fit into the conversation.
Imagine what forward-facing, factual, and informative education around neurodivergence, could create, especially as it appears in the learning environment.
It is vital that students do their part by leaning into discussions surrounding neurological differences armed with knowledge and compassion. This includes calling out misinformation, derogatory names, and slurs, as well as combating false narratives about supports in place for neurodivergence in academic performance.
Be inclusive and supportive of peers with neurodivergence. Recognizing that everyone is on their own learning path is a great first step.
