Understanding and supporting neurodivergent members of the University of Waterloo is a vital step towards advancing equity, inclusion, and accessibility. For further learning, consult the Supporting Neurodivergence at Waterloo Learn Course. For support as a neurodivergent person, consider the NeuroMinds Collective student program and other Community Engagement opportunities.
This webpage introduces the following concepts:
- Defining neurodivergence
- What neurodivergence feels like
- Common concepts in neurodivergence, including masking, hidden curriculum, and burnout
- Supporting neurodivergence at Waterloo
- Resources and References
Defining Neurodivergence
Neurodiversity
The term neurodiversity refers to the wide range of brain and nervous system function and behavioural traits that is just part of the natural variation in the human population (Oxford Dictionary). The term neurodiversity describes a group of people, whereas the term neurodivergent describes an individual person.
Although neurodivergence is a form of identity, it is typically determined through a medical model that categorizes people according to societal norms.
Neurodivergent and Neurotypical
The term neurodivergent describes individuals whose brain and nervous system function in ways that differ from established norms. This means that a neurodivergent person would experience the physical and social world very differently than neurotypical people (individuals whose brain and nervous system function within established norms).
Although neurodivergence is a form of identity, it is typically determined through a medical model that categorizes people according to societal norms.
Neurodivergence is an umbrella term that includes many forms of neurodivergence. Two very common forms of neurodivergence are autism and attention deficit hyperactivity disorder (ADHD). Other forms of neurodivergence include mental health conditions, tic disorders, learning disabilities, intellectual disabilities, central auditory processing disorder, and sensory processing disorders.
There can be overlap between neurodivergent conditions; in fact, there is much overlap between autism and ADHD (Sokolova et al., 2017).
While neurodivergence itself is not a medical condition or a disability, many neurodivergent individuals experience disability as part of their lived experience. In addition, many neurodivergent individuals experience co-occurring conditions, such as mood disorders, sleep disorders, and gastrointestinal problems.
A lot of people just fail to understand that every day, every second, we are living in a world that was not made for us. It was made for a different sensory processing system.
We are freshwater fish in salt water. Put us in fresh water and we function just fine. Put us in salt water and we struggle to survive.
Common Concepts in Neurodivergence
Three common concepts in neurodivergences are masking, the hidden curriculum, and overwhelm.
Masking
Masking, also known as passing or camouflaging, is when a person suppresses or controls the behaviours associated with being neurodivergent that might be considered unusual or inappropriate, in order to fit in, socially. Masking also means not asking for what you need because you don't want to be seen as odd or as a problem.
I learned how to do what people expected me to do. It was very hard, and it was exhausting. Even now I don't really know which one is the real me and that is the scary bit.
It’s almost like minimizing your own identity to conform with social norms … It’s uncomfortable, and it’s exhausting, and if you do it enough, you can lose track of who is behind the mask.
Hidden Curriculum
The hidden curriculum refers to the behaviors, processes, and customs that are not explicitly talked about and are not written down because it is assumed that everyone just knows them (because they are 'just common sense') or can pick them up through observation. Trying to figure out the hidden curriculum can be emotionally and physically exhausting.
Even in my own experience, as both an undergraduate and postgraduate student with ASD, navigating the hidden curriculum within higher education entailed a long process of trial and error. The errors certainly outnumbered the triumphs, which led to social isolation and emotional distress that affected my ability to focus on academic work.
I didn’t understand the “shopping” or add-drop periods for classes and spent my first week stressed out about meeting the credit requirements of my university fellowship.
Burnout
The daily effort involved in masking, deciphering the hidden curriculum, and other factors such as managing sensory overload, can contribute to overwhelm and burnout. The state of overwhelm is associated with meltdowns (excessive crying, anger, aggression) and shutdown (withdrawing socially, being unresponsive). Many neurodivergent people need scheduled periods of 'recovery time' where they can have a break from these demands and renew their energy.
Prolonged periods of high demands without sufficient recovery time can lead to burnout and, for autistic people, a form of burnout known as autistic burnout. Repeated episodes of burnout can have a cumulative effect with lasting changes.
...having all of your internal resources exhausted beyond measure and being left with no clean-up crew.
I am so low on energy, I can’t cope with anything right now. I shut down after only little stimuli. I don’t know how to cook, how to clean the house, can’t go to the store. I shut down so badly I don’t dare to drive anymore (too dangerous). I don’t enjoy my special interests anymore, and feel mentally stupid.
Supporting Neurodivergence at Waterloo
1. Reduce unnecessary ambiguity
Identify where it is possible to be more explicit in your communication.
For example: The request "Can you make this task a priority?" is vague and doesn't specify the key detail of when the individual making this request needs or expects the task to be completed. Instead, state when the task needs to be completed.
Identify where ambiguity is unavoidable.
For example: In a learning setting, ambiguity has pedagogical value for learners. Working through a case study, for example, part of the learning involves developing skills in recognizing the key points so that a plan can be proposed.
2. Reduce unnecessary unpredictability
Identify where it is possible to reduce unpredictability.
For example: When implementing a process, especially a new process, outline all of the steps so that people know what to expect.
Identify where unpredictability is unavoidable.
For example: If a researcher doesn't yet know the results of a grant application may not be possible to let research assistants know what they will be working on after the current project is completed.
3. Reduce unnecessary sensory stimuli
Identify which sensory stimuli can be reduced or omitted.
For example: Enforce a scent-free workplace in your office.
Provide advance notice for new sensory stimuli that cannot be avoided.
For example: Let staff know if there will be an increase of noise associate with upcoming construction in your area.
4. Promote structure with flexibility
Identify where it is possible to provide consistency.
For example: Schedule team meetings on a consistent day and time.
Identify where flexibility is feasible.
For example: Give students grace days around individual assignment due dates.
5. Respect diversity
- Do not label or diagnose others
- Engage in self-reflection and challenge your perspectives on disability
- Focus on people's strengths versus perceived weaknesses or challenges
- Remember the individuality of each person and their lived experiences
- Avoid making comparisons between how a person responds to sensory stimuli with the reactions of others
- Respect preferences regarding identity-first (e.g., "I am autistic", "autistic woman") versus person-first (e.g., "I have autism", "woman with autism") language
Resources and References
Resources
- Neurodiversity Hub – Employment Resources
- Neurodiversity Hub - Neurodiversity Hub for Universities
- Breaking Down Barriers. Improving the Workplace Experience for Neurodivergent Canadians By Conference Board of Canada
References
Baron-Cohen, S. (April 30, 2019). The concept of neurodiversity is dividing the autism community. Scientific American
Byrne, J.P. (2022). perceiving the social unkown: How the hidden curriculum affects the learning of autistic students in higher educaiton. Innovations in Education and Teaching International, 59(2), 142-149.
Finch, T.L., et al., (2022). "We couldn't think in the box if we tried. We can't even find the damn box": A qualitative study of the lived experiences of autistic adults and relatives of autistic adults. PLoS ONE, 17(3).
Hariharan, J. (May 17, 2019). Uncovering the hidden curriculum. Science, 364 (6441).
Mantzalas, J., Richdale, A.L., Adikari, A., Lower, J., & Dissanayake, C. (2022). What is autistics burnout? A thematic analysis of posts on two online platforms. Autism in Adulthood, 4(1), 52-65
Raymaker, D. et al., (2020) ““Having All of Your Internal Resources Exhausted Beyond Measure and Being Left with No Clean-Up Crew”: Defining Autistic Burnout” Autism in Adulthood, 2. 10.1089/aut.2019.0079.
Sokolova, E. et al. (2017). A causal and mediation analysis of the comorbidity between attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). J Autism Dev Disord, 47, 1595-1604.