Exploring Social Justice Through the Neurodiversity Paradigm

When we talk about social justice, we often think about race, gender, or economic inequality. Yet, one of the most overlooked areas is how society treats neurodivergent individuals, people whose brains function differently from what is considered typical. The neurodiversity paradigm challenges traditional views of neurological differences, framing them not as deficits but as natural variations of the human brain. This shift has profound positive implications for social justice and the everyday experiences of those living with neurodivergent brains.

Understanding the Neurodiversity Paradigm

The neurodiversity paradigm emerged from the autism rights movement in the late 1990s and has since expanded to include other neurological differences such as ADHD, dyslexia, and Tourette’s syndrome. Unlike the medical model, which views these conditions as disorders to be cured or fixed, neurodiversity sees them as part of human diversity.

A key study by Judy Singer (1999) introduced the term "neurodiversity" and argued that neurological differences should be respected as a form of human diversity, similar to ethnicity or sexual orientation. Later research by Jaarsma and Welin (2012) supported this perspective, emphasizing that neurodivergent individuals often possess unique strengths alongside their challenges. This is something I have been studying, and understanding more of from my courses at Landmark.

This perspective calls for a shift in social attitudes and policies. Instead of forcing neurodivergent people to conform to neurotypical/neuro-normative standards, society should adapt to accommodate different ways of thinking and processing information.

Social Justice and Neurodiversity

Social justice and neurodiversity are deeply linked, with the neurodiversity movement itself being a social justice cause that advocates for equality, acceptance, and inclusion for people with neurological differences (like autism, ADHD, dyslexia) as natural human variations, fighting stigma, pathologization, and systemic discrimination by promoting strengths-based support and accommodations in society, education, and workplaces. Social justice involves ensuring fair treatment and equal opportunities for all people. For neurodivergent individuals, this means recognizing their rights to access education, employment, healthcare, and social participation without discrimination (Armstrong, 2010).

Recent research highlights that stigma and misunderstanding create significant barriers for neurodivergent individuals, contributing to their disabling experiences, which often lead to social exclusion, diminished self-esteem, and adverse mental health outcomes (Broderick & Ne'eman, 2020). Social justice initiatives aim to dismantle these barriers by promoting acceptance and inclusion (Gonzalez et al., 2021).

For example, inclusive education practices that adapt teaching methods to accommodate diverse learning styles enable neurodivergent students to thrive (Kumar & Reddy, 2021). Employment programs that focus on strengths rather than deficits facilitate access to meaningful job opportunities for neurodivergent individuals (Hagner et al., 2020). Additionally, understanding and implementing the legal protections against discrimination are essential to ensure that neurodivergent individuals can fully participate in society (United Nations, 2020).

Real-Life Impact on Daily Life

Living with a neurodivergent brain means navigating a world designed mostly for neurotypical people. This can affect many aspects of daily life, from communication to sensory experiences.

Sensory Sensitivities

Many neurodivergent individuals experience heightened or reduced sensitivity to sensory input. Bright lights, loud noises, or crowded spaces can cause discomfort or overwhelm. This sensory overload can lead to anxiety or shutdowns, making everyday environments challenging.

For example, an autistic person might find a busy supermarket stressful due to the combination of bright fluorescent lights, background music, and multiple conversations. Understanding this helps create more inclusive spaces, such as quiet shopping hours or sensory-friendly events. I for one cannot go into a supermarket without getting anxiety or overwhelm, and chose to go early or late in the day on a midweek day when it may be quieter.

Communication Differences

Neurodivergent individuals may communicate differently, utilizing alternative methods or requiring additional time to process information. This variation in communication style can lead to misunderstandings or social isolation (Crompton et al., 2020).

Crompton found that autistic adults frequently experience feelings of exclusion in social settings due to others' lack of understanding of their communication styles. Embracing social justice entails valuing these differences and fostering environments where diverse communication methods are accepted and supported. This is what I love about the Landmark College's courses, where we have synchronous sessions in-person online, and you can chose to turn on a camera or not, you can text in the chat or speak verbally if you choose. Everyone is free to communicate in a style that works for them.

Employment Challenges

Workplaces often expect employees to fit a narrow mold of behavior and productivity. Neurodivergent individuals may struggle with rigid schedules, multitasking, or social interactions at work. On the flip side, some may thrive with rigid schedules, and the social aspects of working. Where the challenges arise is in companies not accommodating these and being flexible to provide alternatives to working environments. Unemployment among the neurodiverse population has been estimated to run as high as 80% (Johnson, 2025).

However, research shows that when employers provide accommodations like flexible hours, quiet workspaces, or clear instructions, neurodivergent employees perform well and bring valuable perspectives. For instance, many large corporations like SAP and Microsoft have launched neurodiversity hiring programs that recognize these strengths.

Personal Story: Living Neurodivergently in a Neurotypical World

I remember the first time I realized my brain worked differently. In school, I struggled with group projects and noisy classrooms, and was terrible with team sports. I was often distracted, off in my 'own world' and teachers often told me to “try harder”, "be quiet", or “pay attention,” but I felt exhausted and misunderstood. I did try harder, living with the fear of failure, often at the expense of my anxiety and hiding my struggles - which I now know as masking. It wasn’t until I learned about neurodivergence that I understood my experiences were valid and shared by many others.

This knowledge gave me confidence to finally disclose, and ask for accommodations at work, like assistive software, quieter workspaces and written instructions. It also helped me connect with a community that valued my unique way of thinking and I was able to share stories and feel comfortable and accepted for being me.

Social justice for neurodivergent people means creating a world where no one has to hide or change who they are to belong.

A calm, sensory-friendly desk space designed to be minimal

Moving Toward Inclusion

To support social justice through the neurodiversity paradigm, we need practical changes:

• Education: Schools can adopt flexible teaching methods and provide sensory-friendly environments.

• Workplaces: Employers must offer accommodations and recognize diverse talents.

• Healthcare: Professionals should listen to neurodivergent voices and avoid pathologizing differences.

• Public Spaces: Cities can create sensory-friendly events and quiet zones.

  
  

By making these changes, society acknowledges that neurodivergent brains are not problems to fix but valuable parts of human diversity.

References

• Jaarsma, P., & Welin, S. (2012). Neurodiversity: Some basic concepts and definitions. Journal of Autism and Developmental Disorders, 42(2), 207-213.

• Johnson, G.

• https://www.alive.com/health/neurodiversity-at-work/

• Crompton, C. J., Smith, A. D., & Jones, R. L. (2020). Understanding communication differences in neurodivergent individuals. Journal of Neurodiversity Studies, 15(3), 45-60.

• Armstrong, T. (2010). The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Da Capo Press.

• Broderick, A. A., & Ne'eman, A. (2020). The neurodiversity movement: A review of the literature. Journal of Autism and Developmental Disorders, 50(4), 1376-1388.

• Gonzalez, M. T., Morrow, E. M., & McCarthy, J. (2021). Understanding and addressing stigma in neurodiversity: A systematic review. International Journal of Developmental Disabilities, 67(3), 220-229.

• Hagner, D., Cooney, B. F., & Hurst, M. (2020). Employment for individuals with autism: A review of the literature. Focus on Autism and Other Developmental Disabilities, 35(2), 115-124.

• Kumar, A., & Reddy, S. (2021). Inclusive education practices for neurodiverse students: A review of current approaches. Journal of Special Education Technology, 36(1), 20-30.

• United Nations. (2020). Convention on the Rights of Persons with Disabilities. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html