by Cuahutemoc Solorzano and Nicholas Valenzuela

Understanding neurodiversity is vital to accepting those who are neurodivergent. But what is included within neurodiversity and what does being neurodivergent mean?

School can be difficult due to students’ many challenges, such as time management, difficulties understanding subjects or dealing with the stress of extracurriculars. While many students regularly deal with these obstacles in school, neurodivergent students may have other challenges that they deal with on a daily basis.

Neurodivergence is difficult to label, rather, it could be called an umbrella term that includes many types of differences within the brain. These include Obsessive-Compulsive Disorder (OCD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), to name a few.

“The definition of being neurodivergent has changed over the decades. It used to generally include those with [ASD] or Aspergers,” Ms. Roohan said. “In recent decades, it has become more inclusive. Now, it generally means a significant difference in the brain.” 

Dr. Francesca Po, Bosco’s Coordinator of Youth Ministry (CYM), notes that neurodivergence isn’t necessarily a disorder, but simply a difference in how the brain works.

“Neurodivergence in the educational field is just learning differences – it’s a little bit more [complicated] than that, but it’s when people learn in a different way,” Dr. Po said. “It’s not necessarily good or bad; it’s when the brain functions in a different way.”

In past decades, the perspective on neurodiversity was treated very differently than it is now. Neurodivergent individuals were treated as inferior and they were often segregated from the public.

“When I was in high school, you would have a special education class. Nowadays, people with learning differences are integrated – they’re not separated anymore. That’s a good step forward [in] removing that stigma,” said Dr. Po.

Neurodivergent students often struggle with certain challenges that neurotypical students do not typically struggle with. This can include difficulties focusing, cognitive flexibility (the ability to switch attention between different topics) or understanding certain concepts.

Mr. Miller, science instructor and neurodivergent individual himself, has personally dealt with similar struggles. In response, he’s decided to integrate it into his teaching.

“I became less rigid on deadlines because I understood that when a student has seven teachers and seven assignments and everything else going on in their life, students need [to make] adjustments and work within their parameters to get things done,” said Mr. Miller.

Mr. Miller understands how this can affect students because he’s dealt with it as well. His experience gives him knowledge of how other students feel because he’s been in the same place since he was a student.

“My biggest [challenge] with ADHD is that it wasn’t something that was known or accepted when I was a student. I had to find ways to compensate,” Mr. Miller said. “If you were to look at my notebooks in junior high or college, the borders are covered with doodles because if I didn’t do something while learning, I would become an irritant to those around me and get in trouble.”

This kind of repetitive behavior – Mr. Miller’s doodling, in this instance – is called stimming. It can include rocking in place or tapping their fingers. It’s generally a method to calm themselves or stay occupied. These behaviors help keep them occupied while doing things. 

Unfortunately, some stims, such as tapping against a desk or floor, can be loud, and it may be distracting or a source of annoyance for other students to deal with. But it can be very difficult to stop stimming because some neurodivergent individuals require sensory output like touch and sound.

A common misconception surrounding neurodiversity is that some neurodivergent individuals are incapable of learning or are unintelligent. This is largely untrue, as many of history’s great minds have been neurodivergent, according to counselor Ms. Cathy Roohan.

“For example, if you look at some of the geniuses of our history – Mozart or Einstein – those individuals are neurodivergent because of their extremely high intelligence – the significant difference in their brain,” said Ms. Roohan.

Neurodivergent brains develop differently to neurotypical brains. Often, the difference in development causes the neurodivergent individual to have difficulties understanding social cues and body language. 

Unfortunately, because of the developmental issues with neurodivergence, they may be the target of harassment. The main reason for the bullying and harassment is the lack of understanding from the bullies, who tend to be neurotypical.

Neurodivergent individuals may become a target of harassment due to their neurodivergence. According to Ms. Roohan, this can be avoided if individuals were to be aware of neurodiversity.

“Sometimes when we don’t understand something, we tend to have misconceptions about their neurodivergent behavior. But if we understand a person’s diverse mind, then we’re more likely to understand and help each other,” said Ms. Roohan. “A lot of the name calling and teasing and bullying is really because we don’t understand each other.”

The growing awareness surrounding neurodiversity has helped the life of neurodivergent individuals and made them feel accepted.

“At first, day-to-day life may seem strange, especially if you’re a little older and just finding out. It may seem odd at first, like you’re sticking out in a crowd, and I found it uncomfortable to talk to my friends, scared of if they would judge me or make fun of me, but now I feel normal because of the people I was able to talk to,” said Ms. Roohan.

Neurodivergence is a convoluted subject, and Ms. Roohan, who’s also the Learning Specialist at Bosco, is happy to share more about it. She’s located in the counseling office on the first floor of the 200 building.