Using Neuro Affirming language when writing about children and young people: Key Takeaways

Remember, these principles aren't just for written  outcomes, they should also be applied at all times when talking about neurodivergence. 

Diagnosis Matters: 

• Make the shift to more Neuro-Affirming Language. Within education, support is not diagnosis dependent. Receiving a diagnosis can be affirming and significantly influence how neurodivergent learners and others around them view themselves. It can also allow access to some other supports.

• Reframe the language used. Describe differences, preferences and strengths rather than deficits e.g. 'Samira understands and interprets language literally and may benefit from others using clear literal language and explanations'; 'Pete enjoys talking about preferred topics and is less likely to enjoy or to engage in small talk'.  

• Most autistic adults prefer identity first language - Jack is autistic, rather than Jack has autism. Some neurodivergent groups prefer person first language, e.g. person with a learning disability. Check first.

Difference not Deficit/ Language Matters: 

• Consider and reframe the language you write in reports. Use plain, respectful language. Although diagnostic labels may include the word 'disorder' - it is not necessary to use this in reports,  you could use 'condition' instead.