Short answer: Neurotypical describes people whose brains work in ways society considers “typical”. Neurodivergent describes people whose brains work differently (for example, autism, ADHD, dyslexia, dyspraxia, Tourette’s). Neurodiversity is the big umbrella, the natural variety in how all brains work.

The basics - quick definitions

Neurodiversity: the idea that people process information in different ways; it’s an umbrella term for natural brain differences.

Neurodivergent: a person whose brain works differently from the cultural “typical” - often linked with conditions such as autism, ADHD, dyslexia and dyspraxia.

Neurotypical: someone whose brain function is considered typical for most people. (You’ll also see dictionary definitions along these lines.)

It’s estimated that around 1 in 7 people in the UK have some kind of “neuro difference”. That’s a lot of us in families, workplaces and universities.

Neurotypical vs neurodivergent: what’s the real‑world difference?

• Communication & social energy
  Neurodivergent adults may prefer direct, literal language, clear turn‑taking, and more recovery time after socialising. Neurotypical norms often assume small talk, eye contact and fast back‑and‑forth. (Neither is “right”, they’re different defaults.)
• Sensory processing
  Many neurodivergent people experience stronger or weaker responses to light, sound, touch or smell. Ear defenders, lighting choices and quieter spaces can make everyday life easier.
• Executive functions
  Planning, working memory and time estimations can be friction points in ADHD and some autistic profiles, which is why routines, written instructions and assistive tech help.
• Learning & problem‑solving
  Difference can be an advantage: pattern‑spotting, deep focus on interests, unusual connections. Neurodiversity is about recognising strengths and needs together, not “superpowers”.

Common neurodivergent conditions (examples)

Autism, ADHD, dyslexia, dyspraxia (developmental co‑ordination disorder) and Tourette’s syndrome are widely recognised. Remember: people can identify with more than one type of neurodivergence.

Words that matter (and why)

Use neurodivergent for an individual; use neurodiversity for the group or the concept. Some people self‑describe as “neurodiverse”, but many UK guides recommend reserving that term for groups. The safest approach: mirror the person’s preference.

• Identity‑first vs person‑first: many autistic and ADHD adults prefer identity‑first language (e.g., “autistic person”). Others prefer person‑first (e.g., “person with ADHD”). Ask, don’t assume. (The NHS notes language around neurodiversity is evolving.)

Your rights at work (UK)

• Under the Equality Act 2010, employers have a legal duty to make reasonable adjustments so disabled workers aren’t put at a substantial disadvantage (this includes many neurodivergent people).

You do not need a formal diagnosis for your employer to consider adjustments; support should be offered whether or not you’ve been diagnosed.

• Examples include changes to hours or environment, written instructions, noise‑reduction, assistive software, or coaching/mentoring focused on executive skills.

Access to Work can fund extra, tailored support (equipment, travel, job‑coach/mentoring, mental‑health support). Apply via GOV.UK.

Your rights in education (headline only)

Universities and colleges must provide reasonable adjustments so disabled students are not disadvantaged (separate guidance covers competence standards and how they’re assessed). If you’re studying, contact your Disability/Accessibility team early.

If you’re neurotypical: how to be helpful

• Ask about preferences (communication, sensory needs, meeting format).
• Make the environment do the work (agenda in advance, written follow‑ups, quiet spaces).
• Value outcomes, not style (different route, same result).
• Challenge “one‑size‑fits‑all” processes. That’s where barriers hide.

If you’re neurodivergent: practical steps that help

• Language for your email signature or profile: a short “how to work with me” note (e.g., response times, preferred channels).
• Externalise tasks: calendars with alarms, checklists, and visual planners.
• Protect sensory capacity: headphones, lighting choices, notetaking over memory.
• Ask early for adjustments: you don’t need to wait. ACAS has plain‑English guidance you can share with your manager.
• At work: consider applying to Access to Work for funded support.

FAQs (fast answers)

Is neurodivergent a medical diagnosis?
No. It’s a descriptor, not a medical label. Specific diagnoses (e.g., autism, ADHD) sit underneath it.

Is “neurotypical” the same as “non‑autistic”?
Not exactly. Neurotypical means “typical” brain functioning. Many people use it to mean "not autistic and not otherwise neurodivergent", but the exact usage varies. (See NHS and dictionary definitions.)

How common is neurodivergence?
A commonly quoted figure is around 1 in 7 people in the UK. It’s an estimate, and real‑life prevalence depends on how strictly you define each condition.

What this means for you - the Augmentive view

Understanding opens the door. Action takes you through it.
If differences in communication, sensory load or executive function are getting in the way, we’ll help you turn insight into a plan, assessment, consultant‑led care, and practical supports that fit how your mind works.

Next steps

1. If you want clarity, book an assessment.
2. If you need workplace changes, ask for adjustments and consider Access to Work.
3. Build routines and tools that work with your brain, not against it.