Understanding Neurodivergent Identity: Endorsement Across Autistic, ADHD, Dyslexic, and Autism+ADHD Adults

Although terms such as neurodivergent and neurodiverse are increasingly used in policy, education, and workplace settings, little is known about whether the people these terms describe endorse these collective identities. This study examined how 740 adults with autism (n = 189), ADHD (n = 190), dyslexia (n = 179), or co-occurring Autism+ADHD (n = 182) identified with their diagnostic and broader “neurodivergent” identity. Participants completed measures of diagnostic and neurodivergent identity and provided open-text response to what a neurodiversity identity meant to them. Quantitative analyses revealed that while diagnostic and neurodivergent identities were positively related, endorsement of the superordinate identity was modest overall and uneven across groups. Autism+ADHD participants reported the strongest identification, while dyslexic participants reported the weakest. Subscale analyses reflect lower normative and comparative fit of the neurodivergent identity across groups. Qualitative findings highlighted shared understandings of neurodivergence as “difference, not deficit,” but also supported the findings of poor fit, with some participants describing the identity as overly broad, limiting relevance. For some dyslexic participants, neurodiversity described other groups (e.g., Autism, ADHD). Together, these findings suggest that while the idea of a shared neurodivergent identity offers potential for solidarity, it is not yet a widely resonant or unifying identity.