Neurodiversity has gained significant mainstream recognition in recent years, with increasing awareness and policy discussions shaping corporate, educational, and media narratives. Once a niche term within activist and academic circles, it has now been absorbed into the corporate lexicon. Companies boast about their ‘neurodiverse-friendly’ hiring practices, schools promote ‘neurodivergent-inclusive’ learning environments, and media representations of autistic and ADHD individuals are becoming more common.
However, while these initiatives signal progress, their measurable success remains unclear. Some corporate policies may be more focused on public relations rather than making meaningful, lasting changes. Studies have shown that neurodivergent employees still face significant barriers in the workplace, including lack of accommodations, unconscious bias, and rigid workplace structures that do not account for diverse cognitive styles. Similarly, educational settings may adopt inclusive rhetoric without sufficient structural reforms to support neurodivergent students effectively. But as neurodiversity gains mainstream attention, an uncomfortable question emerges: is this genuine progress, or just another marketing trend?
As someone who is neurodivergent, I write this not as an outsider critiquing a movement, but as someone who has directly experienced both the benefits and the frustrations of increased neurodiversity awareness. This article critically engages with the sociological dimensions of the neurodiversity movement’s mainstream acceptance, considering how it intersects with capitalism, structural inequality, and social identity. Theories of social construction, commodification, and performative activism will be applied to unpack whether neurodiversity advocacy is truly effecting change or merely being co-opted by institutions.
The Evolution of Neurodiversity: From Advocacy to Mainstream
This discussion aligns with Crip Theory (McRuer, 2006), which critiques how disability and neurodivergence are often framed within capitalist societies. Crip Theory argues that disabled and neurodivergent individuals are expected to either overcome their conditions to fit within mainstream productivity models or be seen as dependent and incapable. This expectation reinforces the idea that neurodivergent individuals must justify their existence by proving their economic or social value, further marginalising those who do not conform to these narrow definitions of success.
This concept resonates personally, as I have encountered individuals who struggle to reconcile my professional and personal achievements with their stereotypical expectations of autism. As a PhD student, a full-time employee in higher education, and a parent, I have been met with disbelief that someone can achieve these things while being autistic. This reaction highlights the widespread reliance on media-driven stereotypes of autism, where all autistic individuals are assumed to struggle in the same way. Even within professional environments, there remains a persistent assumption that neurodivergent individuals must fit a singular, limiting mould.
While mainstream recognition of neurodiversity has brought increased awareness, it has also given rise to individuals who appropriate the identity of being neurodivergent for personal or professional gain. Some influencers, corporate figures, and public personalities have positioned themselves as neurodiversity advocates without authentic lived experiences, using the movement as a means of self-promotion (Stanich, 2024; Meads, 2022). This phenomenon is particularly evident in online spaces, where individuals can curate public personas that blend advocacy with self-branding, sometimes blurring the line between genuine representation and performance (Krazinski, 2023).
To those who are genuinely neurodivergent, this performative adoption is deeply frustrating, as it dilutes the authenticity of the movement and detracts from the real struggles neurodivergent individuals face daily. This form of self-promotion aligns with broader sociological discussions on identity commodification, where marginalised identities are co-opted for personal or financial benefit rather than genuine advocacy.
The term ‘neurodiversity’ was originally coined by sociologist Judy Singer in the late 1990s, describing a spectrum of cognitive variations including autism, ADHD, dyslexia, and others. Singer’s work aimed to shift away from the medical model, which framed these conditions as deficits, towards the social model, recognizing them as natural variations in human cognition. This shift aligns with broader sociological movements advocating for minority rights and challenging ableist social structures. However, some scholars argue that the concept of neurodiversity was developed collectively within the autistic community, suggesting multiple origins for the term (Botha et al., 2024).
However, what started as a grassroots push for acceptance has now been repackaged for mass consumption, though it has also contributed to increased awareness and policy changes that have benefited neurodivergent individuals. The extent to which these policy changes have led to meaningful improvements remains debatable, as some initiatives may be token gestures rather than genuine efforts to support neurodivergent individuals. This follows a pattern observed in sociological studies of social movements: radical ideas often begin as a challenge to dominant power structures but, once they gain traction, risk being depoliticized and commercialized. Antonio Gramsci’s concept of cultural hegemony elucidates this process, where dominant ideologies absorb and neutralize dissenting voices, making them palatable to mainstream audiences while stripping them of their radical critique (Gramsci, 1971).
Typical Challenges Faced by Neurodivergent Individuals
Employment Barriers
- Hiring Practices: Traditional recruitment methods often prioritize social communication skills and rigid competency frameworks, making it difficult for neurodivergent individuals to compete on an equal footing. Job interviews, for example, typically reward strong eye contact and spontaneous verbal responses, which can be challenging for autistic candidates (Austin & Pisano, 2017). Employers must rethink hiring strategies, such as structured interviews or skill-based assessments, to provide neurodivergent applicants with equal opportunities.
- Barriers in Professional Training: Research into trainee teachers with dyslexia highlights the additional challenges faced by neurodivergent individuals navigating both education and the workplace. These individuals often experience a lack of tailored support and feel pressured to adapt to rigid professional expectations, impacting their confidence and career progression (Jacobs et al., 2021). Expanding workplace mentoring programs and customized training can help create more equitable professional pathways for neurodivergent employees.
- Masking and Burnout: Neurodivergent professionals often feel pressured to mask their differences to conform to workplace expectations, leading to significant mental health challenges. Masking involves suppressing one’s neurodivergent traits to fit societal norms, often at the cost of exhaustion, stress, and identity loss (Hull et al., 2021). Research shows that autistic burnout, characterized by extreme fatigue and cognitive overload, is a direct consequence of prolonged masking (Durben, 2024). Organizations need to promote a culture of openness, where employees feel safe to express their neurodivergence without fear of stigma. Some companies, such as SAP and Microsoft, have successfully implemented neurodivergent hiring programs, offering mentorship, tailored interview processes, and workplace accommodations to create a more inclusive environment.
Educational Challenges
- Rigid Teaching Methods: Standardized educational practices frequently fail to accommodate diverse learning styles, leaving neurodivergent students unsupported. Research indicates that neurodivergent students may find certain traditional teaching methods less effective compared to their neurotypical peers. For instance, a study found that students with neurodivergence perceived six learning methods significantly less useful than non-neurodivergent students, including preassigned group membership by the instructor and course requirements with flexible due dates . Additionally, many school curriculums assume uniform information absorption among students, which can disadvantage neurodivergent learners who process and retain information differently. To address these challenges, adopting compassionate pedagogies, including universal design for learning and strengths-based approaches, can provide neurodivergent students with fit-for-purpose learning experiences (Hamilton & Petty, 2023).
- Institutional Awareness: While universities have made strides in fostering inclusivity, gaps remain in training educators to effectively support neurodivergent students (Clouder et al., 2020). Lecturers often lack awareness of accommodations that could aid neurodivergent learners, such as extended test times, alternative assignment formats, or recorded lectures (Gurbuz et al., 2019). Increasing professional development opportunities for educators can bridge this gap and promote better classroom inclusivity.
- Flexi-Schooling for Autistic Students: Research has explored the concept of flexi-schooling—where education is shared between home and school—as a means to support autistic children. Her findings indicate that this approach can address diverse needs, potentially reducing stress and enhancing learning outcomes for autistic students (Lawrence, 2017).
- ‘Side Quests’ Phenomenon: Some neurodivergent individuals experience what could be termed ‘side quests’—task diversions that may seem unrelated but can sometimes lead to unexpected insights or new ways of thinking about a subject. The term originates from open-world video games such as Grand Theft Auto and Red Dead Redemption, where players engage in optional but sometimes useful diversions from the main task. Similarly, neurodivergent individuals may find themselves drawn to tangential interests, which, while occasionally leading to inefficiencies, can also foster creativity and deeper problem-solving.
Media Representation: A Sociological Perspective on Visibility and Stereotypes
Representation in media has been one of the most noticeable shifts in recent years. Shows like The A Word, Casualty, and Hollyoaks have placed neurodivergent characters front and centre. From a sociological perspective, Stuart Hall’s encoding/decoding theory provides a framework for understanding how audiences interpret neurodivergent characters based on existing cultural and ideological structures. Media portrayals both reflect and shape social understandings, reinforcing or challenging dominant narratives about neurodivergence. Hall argues that media representations are not neutral; they shape social understandings of marginalized groups (Hall, 1997).
One of the most prevalent tropes is the ‘quirky genius’—a socially awkward yet intellectually exceptional character, such as Sherlock Holmes in Sherlock, Shaun Murphy in The Good Doctor, and Sheldon Cooper in The Big Bang Theory. These characters, while often celebrated for their brilliance, sometimes reinforce stereotypes that neurodivergent individuals must possess extraordinary talents to be valued. While this stereotype can be limiting, there have also been positive portrayals that challenge these norms. Shows like The A Word and Casualty depict neurodivergent individuals in more nuanced ways. The A Word follows the Hughes family as they navigate life with their autistic son, Joe, highlighting both the challenges and strengths of autism. The show presents a multifaceted view of autism, emphasizing the importance of understanding and support within families and communities. Similarly, Casualty has featured neurodivergent characters such as Jade Lovall, a nurse with hearing loss and autism, whose storyline explores workplace inclusion and the need for accommodations. These portrayals have received mixed reactions from neurodivergent communities, reflecting broader sociological debates about agency, authenticity, and representation in media. While some argue that increased visibility fosters understanding and normalisation, others contend that representation often caters to neurotypical audiences and reinforces narrow, marketable identities of neurodivergence rather than authentic lived experiences. While some praise these representations for increasing awareness, others critique them for failing to fully capture the diversity of neurodivergent experiences.
Building a Truly Inclusive Future
As the neurodiversity movement gains momentum, it is critical that its mainstreaming does not dilute its potential for real change. While the current wave of visibility and inclusion is a step forward, it risks being commodified in ways that ultimately benefit corporations rather than neurodivergent individuals. However, some companies have implemented meaningful initiatives, such as SAP and Microsoft, which have established neurodiversity hiring programs that provide tailored recruitment processes, mentorship, and workplace accommodations, demonstrating a more engaged approach to inclusion.
To create a truly inclusive future, we must push for structural reforms that go beyond performative gestures. This includes ensuring access to neurodivergent-friendly workspaces, mental health support that addresses specific needs, and educational practices that cater to diverse learning styles. Only then can we foster an environment where neurodivergent individuals are not merely tolerated but valued for their unique perspectives and contributions. To achieve this, governments and organisations should implement concrete policy changes, such as mandatory neurodivergent-inclusive hiring practices, workplace adjustments like sensory-friendly environments, and improved funding for neurodivergent-focused education and mental health services. Additionally, public awareness campaigns and professional development initiatives for educators and employers can ensure that neurodivergent individuals receive the support and accommodations necessary to thrive.
