How Neurodivergent Adults View Neurodiversity Terminology: Findings From a Large UK Survey

Nearly all neurodivergent adults responding to a large UK survey said they had heard of the term neurodiversity (98.8%), and most reported using neurodiversity-related terminology to describe themselves (74.8%). Yet the open-text findings from 398 respondents showed ambivalence: participants valued these terms for their inclusivity and protective flexibility, but many expressed frustration when others used them incorrectly or too broadly.1

Respondents also highlighted how umbrella terminology can reduce stigma, while also at times obscuring needs or reinforcing stigma directed toward specific neurotypes such as autism or attention deficit hyperatcitivy disorder (ADHD).

Findings from the study, authored by researchers from Swansea University, Durham University, and the University of Liverpool, may offer insight for clinicians on how neurodivergent adults view language related to neurodiversity and how those preferences may shape communication, identity, and care interactions.1

Language Creates Social Narratives

Language plays a central role in shaping societal narratives around disability and neurodevelopmental differences, the authors wrote. Previous research on terminology preferences has focused largely on autism and dyslexia, often favoring identity-first language and non-pathologizing descriptors.2 There is little work, however, that has explored how neurodivergent adults understand and use broader neurodiversity-related terms such as neurodivergent, neurodivergence, and neurodiverse.2 The current study aimed to address this gap by examining views across a wide range of developmental neurodivergences, including ADHD, dyslexia, dyspraxia, sensory processing differences, and others.1

Survey and Participants

Researchers conducted an online cross-sectional survey between May and September 2022 using convenience and snowball sampling. Eligible participants were UK adults aged 18 years and older with at least one developmental form of neurodivergence, including both those with a formal diagnosis and those who self-identified. The survey collected demographic information, included both closed and open questions about each developmental neurodivergence that were reported, included 2 closed questions on awareness and personal use of neurodiversity terminology, and incorporated 3 open-ended questions inviting reflections on terminology.

Among 902 survey participants, 901 answered at least one closed question and 650 provided qualitative comments; 398 of these comments directly addressed neurodiversity terminology and formed the qualitative dataset. Descriptive statistics summarized awareness and use of terminology, and researchers conducted reflexive thematic analysis of open responses, according to the study.

Participants most commonly reported autism (76.6%) and ADHD (49.9%). Most identified as disabled (92.9%) and White (93.3%); 69.0% identified as women. Respondents to both the open and closed questions reported a mean of 2.25 developmental neurodivergences.1

Findings

Awareness and Use of Terminology

Awareness of neurodiversity was high across groups (98.8%), with slightly lower recognition among respondents with learning disabilities (85.7%) and Tourette syndrome (93.0%). Among all participants, 74.8% used neurodiversity-related language to describe themselves, with variation by neurotype: 93.1% among those with dysgraphia, 89.7% among those with Pathological Demand Avoidance, and 66.9% among those with dyslexia.1

Theme 1: Neurodivergence as an Umbrella Term. Respondents valued umbrella terminology for allowing a holistic, inclusive self-description, especially for those with multiple neurodivergences or uncertain diagnoses. Some said it made disclosure safer in unfamiliar settings. Others used umbrella language to avoid misconceptions linked to specific diagnoses.

However, many argued the term had become too broad, “so broad as to be useless,” the authors observed, and risked obscuring meaningful distinctions, diluting identity, or excluding less-visible neurotypes. Some preferred naming specific conditions to avoid ambiguity and maintain clarity when discussing needs.1

Theme 2: Understanding of Neurodivergent vs Neurodiverse. Participants consistently emphasized that many people, those who are neurodivergent included, use these terms incorrectly. Incorrect usage often caused frustration, particularly substituting neurodiverse (which refers to groups) for neurodivergent (which refers to individuals). Respondents noted that misuse could signal superficial engagement with neurodiversity concepts, reduce communicative clarity, or provoke conflict within online communities. Some avoided the terminology altogether, authors reported, because they expected to have to explain it.1

Theme 3: Stigma and Identity. Many respondents felt neurodiversity terminology reduced stigma by shifting focus away from deficit models and placing neurodivergence within a strengths-oriented, socially contextualized framework. Some said the terms fostered belonging, empowerment, or safer disclosure.

Still, others reported that broad terminology could reinforce stigma if used to avoid naming autism or ADHD directly, or if it implicitly conveyed that neurodivergent people belong to a catch-all category of “not normal.” Some autistic participants felt the umbrella framing diluted autistic identity or obscured autism-specific experiences.1

Limitations to Generalizing Findings

Among the study's limitations the authors acknowledged that their sample overrepresented autistic and ADHD participants, women, White respondents, and individuals identifying as disabled. Very few respondents had learning disabilities or Tourette syndrome, and nonspeaking individuals were underrepresented. Only a subset provided relevant open-text responses, likely reflecting participation by those with strong opinions. Findings may not generalize across all neurodivergent communities or to populations outside the UK.

"Language choices relating to disability are deeply personal," the authors wrote, "Whilst many of our neurodivergent participants used neurodiversity terminology themselves, there were strong feelings about the terminology being used incorrectly by others." The investigators concluded that neurodivergent adults generally value neurodiversity terminology but expect it to be used accurately. Because personal preferences vary, they added, clinicians and service providers should use terminology correctly in public communication but mirror an individual’s preferred language in one-to-one interactions. Doing so may support clearer communication, reduce stigma, and respect diverse neurodivergent identities.

References

1. Grant A, Leigh J, Botha M, et al. 'A lovely safe umbrella to describe yourself with' or 'meaningless': an online survey of UK-based neurodivergent adults' views of neurodiversity-related terminology. Neurodiversity. 2025;3. doi:10.1177/27546330251390590
2. Stenner P, Pearson A, Kapp S, et al. Using Q methodology, a neurodiverse group of neurodiversity researchers ask: What is the neurodiversity movement and what should it do? Neurodiversity. 2025;3: 1–17. doi:10.1177/27546330251329625