Exploring neurodiversity, AuDHD, and the neurodiversity-affirming approach to ADHD support.
Neurodiversity is the understanding that brains naturally vary, and that ADHD, autism, dyslexia and other neurotypes are not deficits to be fixed but differences to be understood. These articles explore what neurodiversity means in practice, the growing recognition of AuDHD (co-occurring autism and ADHD), and why neurodiversity-affirming support matters.
8 articles in Neurodiversity
How AuDHD assessment works in the UK, including combined and separate autism and ADHD assessments, NHS referrals, evidence, costs, reports and next steps.
AuDHD burnout explained. Why ADHD plus autism creates a unique burnout pattern, signs to watch for, and practical recovery strategies for autistic ADHDers.
PDA and ADHD often overlap. What demand avoidance feels like, why usual ADHD strategies backfire, what helps, and how PDA is assessed.
ADHD and dyslexia show 25 to 40% bidirectional comorbidity. How the two interact, why they are so often confused, and strategies that address both.
ADHD is not all challenges. Research shows ADHD strengths include creativity, hyperfocus, resilience, and divergent thinking. Here is what science says.
Why neurodiversity coaching works for ADHD: how it differs from therapy, why generic advice fails, and what strengths-based support looks like.
What does neurodiversity actually mean? This guide explains neurodivergent conditions, the social model, masking, and why a strengths-based approach matters.
AuDHD means having both autism and ADHD. The shared traits, the internal tug-of-war, where the two clash, and how to get support in the UK.
Neurodiversity-affirming means working with someone's neurotype rather than trying to make them 'more neurotypical'. It focuses on building strategies around strengths, understanding challenges without shame, and respecting individual differences.
AuDHD refers to the co-occurrence of autism and ADHD. Research suggests that 50-70% of autistic people also have ADHD. The combination creates unique challenges as the two conditions can pull in different directions.
ADHD is classified as a disability under the Equality Act 2010 in the UK if it has a substantial, long-term effect on day-to-day activities. This means people with ADHD are entitled to reasonable adjustments at work and in education.