Are we becoming a more neurodiverse nation?

By Emma Sanderson, Managing Director of Options Autism

A growing number of children, young people and adults in the UK now see themselves as neurodivergent. Data from the NHS highlights this trend with over 200,000 people waiting for a diagnosis as of December last year – an 82% increase from two years ago. This escalating demand has led to significant delays, with many people waiting well beyond the recommended 13-week period for assessment.

Even with options such as, the NHS’ Right to Choose – giving individuals in England the legal right to decide which hospital or service they are referred to by their GP, and allowing them to choose their provider if they feel waiting lists are too long – the waiting times for ADHD and autism assessments average a year.

Statistics imply that we have moved from a society where only 6.7% of the population were identified as neurodivergent in 2000, to one where now up to 20% of the population consider themselves to have some form of neurodiversity. Will we soon be in a position where the neurodiverse becomes the neurotypical?

Research by cognitive neuroscientist Professor Francesca Happé from King’s College London, highlights a societal shift in the perception and identification of neurodivergence. Happé suggests this is partly due to reduced stigma, with more individuals pursuing formal diagnoses for conditions such as autism, dyslexia, and ADHD – and many choosing to self-identify as neurodivergent without seeking formal diagnoses.

This trend suggests that neurodivergent individuals may now outnumber those who are neurotypical. While this reflects a positive societal move towards greater awareness, understanding and inclusivity – the research also comes with a note of caution; behaviours once viewed simply as quirks or individual eccentricities, may now be regarded as neurodivergent traits and medicalised.

So there is a need to balance recognition and support for neurodivergent individuals, with careful consideration to avoid unnecessary labelling. Receiving an autism diagnosis is a crucial step in accessing the right support. An assessment helps identify an individual’s needs, and although support shouldn’t depend on a diagnosis, many people are told they need one to access services.

Without the right support, many autistic people can face significant challenges in school, often leading to mental health issues such as anxiety or depression, and in severe cases, reaching crisis point and requiring hospitalisation.

As our understanding of neurodiversity evolves, it calls for a nuanced approach that respects individual differences, while ensuring access to appropriate resources and support systems. After all, if education is tailored to an individual’s needs, regardless of a diagnosis, this will ultimately lead to successful outcomes.

Read more in Education Today: http://bit.ly/44iocDZ