Neurodiversity Glossary
A plain-language guide to 25 of the terms you’ll come across most often — written for parents, carers, and educators.
New to neurodiversity language? This plain-language guide explains 25 of the terms you’ll come across most often — without the clinical jargon. It’s designed as a reference, so bookmark it, come back to it, and use it as a starting point for your own reading.
Jump to a term
ADHD (Attention-Deficit/Hyperactivity)
A neurotype shaped by differences in attention regulation, energy levels, and motivation — often alongside strengths in creativity, problem-solving under pressure, and making unexpected connections between ideas.
Why this matters: The clinical name implies a deficit, but many adults with ADHD describe it more as an interest-based nervous system. Understanding this changes how we support it.
Alexithymia
Difficulty identifying, naming, or describing emotions — the “I feel something, but I can’t say what” experience.
Why this matters: A child who can’t answer “how are you feeling?” isn’t being unhelpful — they may genuinely not know yet. Body-first cues (tight chest, jittery legs) are often easier to spot than emotion words.
Autism / Autistic
A form of neurological difference shaped by distinctive ways of thinking, sensing, communicating and relating to the world. Often includes deep interests, strong pattern recognition, honesty, and heightened sensitivity to sensory input.
Why this matters: “Autistic” (identity-first language) is preferred by most autistic adults; “with autism” is accepted by some families. Following the person’s own lead is kind.
Learn more: Your Neurodiversity Starting Point →
Co-regulation
The calming presence of another person that helps a dysregulated nervous system settle — a slower breath, a quiet voice, calm proximity, a warm shoulder.
Why this matters: Kids learn self-regulation by being co-regulated first, thousands of times. Expecting a 5-year-old to calm themselves down is unrealistic; being steady with them builds the skill over years.
The Double Empathy Problem
A research-based idea (Damian Milton, 2012) that misunderstandings between autistic and non-autistic people are mutual — each group struggles to read the other. It’s not a one-way deficit.
Why this matters: It reframes social difficulties as a shared responsibility and challenges the old idea that autistic kids just need to “learn social skills” — the rest of us need to meet them halfway.
Dyslexia
A difference in how the brain processes written language, often affecting reading fluency and spelling. Frequently pairs with strengths in storytelling, big-picture thinking, and pattern recognition.
Why this matters: Early support with the right tools — audiobooks, decodable texts, assistive tech — makes a huge difference to confidence and learning.
Learn more: Our Audiobooks →
Dyspraxia / DCD (Developmental Coordination Disorder)
A neurological difference affecting motor planning and coordination — handwriting, dressing, sport — often alongside creativity, empathy and verbal strength.
Why this matters: Recognising dyspraxia stops kids being labelled “clumsy” or “lazy” when they’re actually working harder than peers to do everyday things.
Echolalia
Repeating words, phrases, or lines from TV, books or other people — either immediately or later. Can be communication, comfort, processing, or all three.
Why this matters: Echolalia is meaningful, not “meaningless copying.” Tuning in to what’s being echoed often reveals what the child wants to say.
Learn more: Read-Aloud Videos →
Executive Function
The brain’s “management team”: planning, starting tasks, switching between tasks, organising, remembering instructions, managing time, and regulating emotions.
Why this matters: Many neurodivergent kids have uneven executive function — brilliant at some parts, delayed in others. Scaffolding (lists, timers, visuals) helps far more than “just try harder.”
Learn more: Neuro Nook Nuggets →
Hyperfocus
A state of intense, locked-in attention on a subject of interest — often hours pass without the person noticing. Common in autistic and ADHD brains.
Why this matters: Hyperfocus is a real strength when applied to interests. Helping kids channel it (and come out of it gently) is more useful than trying to eliminate it.
Interoception
The sense of what’s happening inside the body — hunger, thirst, tiredness, full bladder, heart racing, emotions as physical sensations.
Why this matters: Many neurodivergent brains have different interoception, which means they genuinely may not notice they’re hungry, cold, or about to melt down. Teaching them to notice (not lecturing) helps.
Masking
Consciously or unconsciously hiding neurodivergent traits to fit in — suppressing stims, forcing eye contact, scripting conversations, mimicking peers.
Why this matters: Masking is exhausting and linked to burnout, anxiety and identity confusion. Environments where kids don’t need to mask are protective.
Meltdown
An involuntary overwhelm response when a nervous system has exceeded its capacity. Different from a tantrum — it’s not a choice, not manipulation, and not something to discipline away.
Why this matters: Meltdowns need co-regulation (quiet, safety, calm presence), not consequences. Understanding the difference between meltdown and tantrum changes everything about the response.
Learn more: Neuro Nook Nuggets →
Neurodivergent
A person whose brain works differently from what’s broadly considered typical — for example, someone who is autistic, has ADHD, is dyslexic, or has any number of other neurological differences.
Why this matters: It’s an umbrella term that lets people describe themselves without needing to share a specific diagnosis.
Neurodiverse (a common mix-up)
“Neurodiverse” describes a group of people with varied brains — like a classroom or a family. An individual person is neurodivergent, not neurodiverse.
Why this matters: Precise language helps people feel seen correctly — and saves awkward corrections at parent-teacher night.
Neurodiversity
The idea that variation in brain function and behavioural traits is a natural, valuable form of human difference — a bit like biodiversity, but for minds. The term was coined by sociologist Judy Singer in the late 1990s.
Why this matters: It reframes difference as natural variation rather than a deficit to be fixed.
Learn more: Your Neurodiversity Starting Point →
Neurotypical
Someone whose neurological development and functioning fits the broadly “expected” pattern. It’s not a value judgement — just a descriptor, the counterpart to neurodivergent.
Why this matters: Naming the “typical” makes visible the fact that it’s one way of being, not the only way.
PDA (Pathological Demand Avoidance / Persistent Drive for Autonomy)
A profile often described within autism where the nervous system strongly resists perceived demands — even fun or self-chosen ones — as a way to manage underlying anxiety.
Why this matters: Traditional reward/consequence parenting often backfires with PDA kids. A collaborative, low-demand approach works far better than control.
Proprioception
The sense of where your body is in space — how hard you’re pressing a pencil, whether you’re leaning back on your chair, how heavy a bag feels.
Why this matters: Proprioception struggles can look like clumsiness or rough play. Heavy-work activities (carrying, pushing, climbing) are calming and regulating for many neurodivergent bodies.
Sensory Avoiding
A person who is more sensitive to input — certain sounds, textures, lights or smells can feel intensely uncomfortable or overwhelming.
Why this matters: What looks like fussiness is often genuine pain or distress. Offering softer options (noise-cancelling headphones, tagless clothing) isn’t coddling — it’s care.
Sensory Processing
How the brain takes in, sorts, and responds to information from the senses — sight, sound, touch, taste, smell, movement, balance, and body awareness.
Why this matters: When processing is different, everyday environments can feel overwhelming, confusing, or understimulating — which explains a lot of “difficult” behaviour.
Learn more: Picture books about the senses →
Sensory Seeking
A person who needs more sensory input to feel regulated — may crave movement, pressure, noise, bright visuals, strong flavours or textures.
Why this matters: A sensory seeker in a quiet classroom isn’t being naughty — they’re under-stimulated, and their body is trying to find what it needs.
Shutdown
The quieter cousin of a meltdown: going silent, flat, withdrawn, or “zoned out” when overwhelmed. Often easier to miss than a meltdown because nothing looks dramatic.
Why this matters: A child who “went quiet” may need the same gentle repair as one who melted down — not a lecture, and not a push to re-engage.
Special Interests (or Deep Interests)
Intense, joyful engagement with a specific topic — dinosaurs, trains, a favourite series, drawing, music, a particular historical period.
Why this matters: Special interests are real fuel for wellbeing and learning. Building lessons, stories or play around them isn’t giving in — it’s using the most powerful engagement tool available.
Learn more: Neuro Nook Reads →
Stimming (self-stimulatory behaviour)
Repetitive movements, sounds or actions — rocking, hand-flapping, humming, fidgeting, tapping — that help a person regulate emotions and sensory input.
Why this matters: Stimming is self-care, not a problem to stop. Suppressing stims can cause real distress; celebrating them (or simply letting them happen) is kinder.
Learn more: Neuro Nook Nuggets →