Neurodiversity is the understanding that every brain works differently, and that difference is a natural and valuable part of human diversity. Just as no two people look exactly alike, no two minds think, learn, or experience the world in the same way. Rather than viewing these differences as deficits, the concept recognises them as variations in how individuals process information, communicate, and respond to their surroundings.
The term itself was introduced in the 1990s by sociologist Judy Singer, who sought to promote greater inclusion and equality for those whose neurological profiles differ from the majority. Research highlighted by Harvard Health Publishing explains that neurodiversity refers to the full spectrum of human cognition and behaviour, emphasising that there is no single “correct” way to think or learn. While often discussed in relation to autism, it also includes ADHD, dyslexia, dyspraxia, and other developmental or learning differences.
These profiles may influence how a pupil concentrates, organises ideas, communicates, or adapts to change. However, difference does not equate to limitation. Many accomplished individuals have demonstrated that thinking differently can be a powerful strength. History, sport, and business offer well-known examples, from Leonardo da Vinci to Simone Biles and Richard Branson. Contemporary voices such as Billie Eilish, who has openly spoken about living with Tourette Syndrome, further reinforce the message that neurodivergence does not hinder talent or achievement. Instead, it often accompanies originality, creativity, and distinctive ways of seeing the world.
Language and understanding also play an important role. Harvard research notes that preferences differ: some individuals favour person-first phrasing (“a person with autism”), while others prefer identity-first language (“an autistic person”). The most respectful approach is simply to ask and honour individual preference, fostering an environment where people feel recognised and valued.
In schools, embracing neurodiversity means more than awareness; it means thoughtful support. By understanding how each pupil learns best and adapting teaching approaches where needed, educators can ensure that every learner feels secure, confident, and able to thrive. When differences are recognised rather than hidden, they become sources of strength, perspective, and innovation.
If a child finds certain aspects of learning challenging, partnership between school and family is key. With the right understanding and support, every pupil can feel included, empowered, and ready to shine.
Anaam Zakria, Head of SEND – anaam.zakria@rugbyschooljapan.ed.jp
Sophie Nicholls, SENDCO – sophie.nicholls@rugbyschooljapan.ed.jp
