You may have seen the terms “neurotypical” or “neurodivergent” commonly used on social media to describe differences in how people’s brains function and process the world.
These terms help to acknowledge and respect the variety of neurological experiences without labeling one as better or worse. Understanding these concepts can foster empathy and inclusion by recognizing the variety of brain diversity, which influences things such as communication, learning, and sensory processing.
This foundation sets the stage for exploring what neurotypical and neurodivergent actually mean, their differences, and why embracing neurodiversity is important.
What Does Neurotypical Mean?
The term “neurotypical” describes individuals whose brain development and functioning align with what is considered typical or standard in their culture, often without a diagnosed neurological condition like autism or ADHD.
It originated in the autism community in the 1990s as a nonmedical way to distinguish people who do not have such conditions, helping to normalize diversity in brain function [1].
While useful, the term can sometimes feel stigmatizing if it implies a “normal” vs. “abnormal” divide, so its use requires sensitivity to context, inclusion, and avoiding unintended judgment.
What is Neurodivergence?
Neurodivergence refers to brain functioning that does not follow typical or expected cognitive patterns. Neurodivergent individuals typically process and respond to sensory information differently and approach social situations, tasks, or projects differently than their neurotypical peers. Common forms of neurodivergence include ADHD, autism spectrum disorder, and dyslexia.
Below are a few examples of some sensitivities or differences that neurodivergent individuals may experience [2] [3]:
- Sound Sensitivity: Everyday sounds can sound like sudden loud noises or sudden disturbances, sometimes feeling overwhelming or painful compared to their neurotypical peers.
- Tactile Sensitivity: They may show strong discomfort to certain textures or types of touch, such as hugs or certain foods.
- Social Cues: Neurodivergent people may have less conventional communication styles, such as needing more time to process information or avoiding eye contact.
- Sensory Seeking: Many neurodivergent individuals have unique sensory-seeking behaviors, such as needing constant movement (flailing arms or legs) or seeking pressure sensations (weighted blanket).
- Intense Focus: When approaching tasks or projects, neurodivergent individuals may focus intensely, fully immersing themselves in specific interests and using alternative problem-solving strategies, leading to more creative or unconventional outcomes.
Key Differences in The Neurodivergent and Neurotypical Brain
| Feature | Neurotypical | Neurodivergent |
| Sensory Processing | Sensory input processed within typical ranges | Heightened or reduced sensitivity to sensory stimuli |
| Learning Style | Prefers structured, consistent learning environments | Prefers flexible, multisensory, or individualized learning |
| Communication Style | Relies on implicit, nonverbal cues and conventional forms | Often prefers explicit, direct, or alternative communication |
| Social Interactions | Understands and follows social norms | May struggle with social cues such as eye contact and “small talk” |
| Cognitive Processing | Linear, sequential thinking | Nonlinear, associative, pattern-based |
What is Neurodiversity?
Neurodiversity is the idea that people experience and interact with the world around them in a variety of ways, and that there is no one “correct” way of thinking, learning, or behaving. In a neurodiverse framework, differences are not viewed as deficits [4].
The word refers to the diversity of all people, but is commonly used in the context of Autism and other developmental disabilities such as ADHD.
The neurodiversity movement began in the 1990s, encouraging acceptance and inclusion of all people with neurological differences. Judy Singer, an Australian sociologist, coined the term neurodiversity to promote equality and inclusion of “neurological minorities.”
Although it is more of a social justice movement than a medical term, neurodiversity research and education are increasingly important for how clinicians view and address certain disabilities and neurological conditions.
5 Famous Neurodivergent People
Neurodivergent individuals have made remarkable contributions across a variety of fields, showcasing how unique ways of thinking can lead to extraordinary achievements [5].
- Albert Einstein (Autism, possible ADHD, and dyslexia)
Revolutionized science with the theory of relativity, advancing nuclear physics and our understanding of space and time.
- Bill Gates (ADHD)
As the co-founder of Microsoft, he transformed technology, making the internet widely accessible and contributing significantly to global health and education through philanthropy.
- Greta Thunberg (Autism, OCD)
A climate activist known for inspiring global movements to address climate change and advocating for mental health awareness and human rights.
- Michael Phelps (ADHD)
One of the most decorated Olympic swimmers in history, whose achievements have inspired many and demonstrated resilience and focus.
- Simone Biles (ADHD)
An Olympic gymnast with record-breaking achievements, inspiring athletes worldwide while raising awareness about mental health and resilience in sports.
Building A More Inclusive World: How Neurotypical and Neurodivergent Brains Benefit Each Other
Rather than thinking about the neurotypical vs neurodivergent brain as a debate or opposition, it’s more helpful to view them as complementary. When neurodivergent and neurotypical individuals draw on their strengths and work together, it increases collaboration, and a more dynamic approach to problem-solving.
For example, in work settings where a neurotypical individual may excel at planning and organizing tasks, a neurodivergent teammate might be more creatively oriented or bring innovative ideas to the table. It’s important for both to recognize and appreciate their differences.
As our understanding of neurotypical and neurodivergent brain differences grows, we have the opportunity to create a more inclusive and accessible world for all. This might look like fostering environments in work, school, and social settings designed to accommodate various brain types and learning or communication styles.
Instead of always expecting neurodivergent individuals to conform to neurotypical standards, systems and processes can be adapted to include things such as flexible scheduling or an option for remote work, quiet spaces for those with sensory sensitivity, and using alternative learning methods.
A Safe Space for Neurodiversity in Utah
Our safe and inclusive space is designed to support neurodivergent individuals as they overcome mental health challenges. Personalized care plans are crafted to honor each person’s unique neurodiversity, ensuring emotional well-being through tailored therapies and compassionate clinical support.
Our holistic approach combines evidence-based practices with an understanding of the individual’s strengths and needs, fostering a healing environment where everyone feels understood and empowered.
At Maple Mountain, you are welcomed into a community that values your journey and prioritizes your growth. Our experienced team works collaboratively with you to create a supportive atmosphere that promotes resilience, emotional regulation, and self-acceptance.
Whether you struggle with ADHD, autism, or another learning disorder and are seeking to overcome anxiety, depression, or other mental health challenges, we offer a compassionate, clinically grounded path to wellness.
Contact our admissions team today.
Sources
[1] Dwyer P. (2022). The Neurodiversity Approach(es): What Are They and What Do They Mean for Researchers?. Human development, 66(2), 73–92.
[2] Autism Awareness Australia. Understanding autistic sensory sensitivities.
[3] Central Michigan University. 2025. Psychologist discusses the difference between neurodivergent and neurotypical.
[4] Bertilsdotter-Rosqvist, H. (2021). Neurodiversity studies: mapping out possibilities of a new critical paradigm. Disability & society, 36(9), 1532–1537.
[5] Student News Manchester. Successful People with Neurodivergent Disabilities. 2024.
