Neurodiversity at work: why language matters

Language is a powerful tool for building inclusion at work. The words we use can help people feel valued and respected or unintentionally reinforce exclusion.

As Australian workplaces increasingly focus on neuroinclusion, establishing a shared understanding of commonly used language and key terms is essential. Clear, respectful and accessible language helps build awareness, reduces stigma, and creates a stronger foundation for inclusive policy and practice.

While awareness around neuroinclusion is growing, terminology is often misunderstood or used interchangeably – particularly the terms neurodiverse and neurodivergent. Getting these terms right is a practical step towards more inclusive workplaces.

Why language is important for neuroinclusion

Neurodiversity challenges traditional ideas of what is considered ‘normal’ ways of thinking, learning and communicating. Many workplace systems, from recruitment and performance management to meetings and communication norms, are still designed around neurotypical expectations. This can unintentionally exclude neurodivergent people.

Inclusive language matters because it:

• signals respect and recognition of lived experience
• reduces stigma by reframing difference as diversity, not deficit
• supports better workplace design
• builds shared understanding, which is essential for effective inclusion strategies.

Using accurate and considered terminology is not about getting caught up in labels. It enables constructive conversations, better data, and more equitable outcomes for everyone.

Understanding key neurodiversity terms

DCA’s Neurodiversity Data at Work report, produced in partnership with Amaze, sets out clear definitions of key terms. These definitions are evidence-led and intentionally worded, drawing on insights from:

• an extensive literature review of national and international research
• a national community consultation survey of nearly 3,000 people, including more than 2,200 neurodivergent people.

Below are some of the most commonly used (and often misunderstood) terms.

Neurodiversity (noun)

Neurodiversity refers to differences in how we all think and interact with the world, as a form of human diversity.

Just as we recognise diversity in gender, culture or age, neurodiversity acknowledges the diversity in how our minds work.

For example: “Our organisation recognises neurodiversity by acknowledging that people think, learn, and process information in different ways.”

Neurotype (noun)

A neurotype is a person’s characteristic way of thinking, experiencing and interacting with the world. The term is often used in relation to specific identified forms of neurodivergence, such as being Autistic, or to describe someone whose processing style is neurotypical.

For example: “Flexible work options can support employees with different neurotypes to do their best work.”

Neurodivergence (noun)

Neurodivergence refers to having a mind that functions in ways that diverge from what is considered typical of most people.

For example: “Workplace policies should consider neurodivergence so that systems work for people with different ways of thinking and processing information.”

Neurodivergent (adjective)

Neurodivergent describes people whose ways of thinking, experiencing or interacting with the world differ from what is considered typical of most people. These differences may not always be visible to others, and neurodivergent people may have a formal diagnosis or may self‑identify based on their lived experience of cognitive and/or neurological differences.

This includes but is not limited to people who are Autistic, have ADHD, dyslexia, dyspraxia, dyscalculia, dysgraphia, Tourette syndrome, or mental health conditions. Some people identify as neurodivergent without using a specific diagnostic label or neurotype, in recognition of their cognitive and/or neurological differences.

For example: “The manager adjusted meeting formats to better support neurodivergent employees who prefer written information in advance.”

Neurotypical (adjective)

Neurotypical describes individuals whose ways of thinking, experiencing and interacting align with what is considered typical or expected in society. The term is often used in contrast to neurodivergent, particularly when examining how workplace norms have been shaped around one dominant processing style.

For example: “Many standard workplace practices have been designed around neurotypical communication styles.”

Neurodiverse (adjective)

One of the most common mistakes in workplace conversations about neurodiversity is the use of neurodiverse to describe a specific person. Instead, neurodiverse describes a group that includes multiple neurotypes, including both neurodivergent and neurotypical people.

For example: a person who has ADHD is neurodivergent, but they work in a neurodiverse workplace.

A Person can be neurodivergent, but they cannot be neurodiverse as this term refers to a variety of people with different neurotypes.

Neuroinclusion

Neuroinclusion is the practice of consciously and actively including all types of information processing, learning and communication styles. Many workplaces’ human resource practices are designed with neurotypical norms in mind, which can inadvertently exclude neurodivergent employees.

Neuroinclusive workplaces recognise that there is no single “right” way to think or work. Instead, they design systems that are flexible, accessible and responsive to difference, benefiting neurodivergent workers and, ultimately, everyone.

Why shared understanding matters

Using accurate, respectful language is an important starting point, but it is only one part of the journey. Genuine neuroinclusion requires robust data and evidence-based practice, informed by the lived experiences of neurodivergent people themselves.

By building more neuroinclusive workplaces we can move towards work environments that recognise neurodiversity as a strength and ensure everyone can thrive at work.