An umbrella term for brains and nervous systems that function differently from what’s typically expected. This includes autism, ADHD, dyslexia, dyspraxia, Tourette’s, and more. Being neurodivergent isn’t something to “fix” — it’s a valid way of experiencing the world.

A different way of processing, sensing, and relating that is lifelong. Autism can involve sensory sensitivities, a need for predictability, deep interests, or differences in social communication. Therapy isn’t about changing autistic traits, but supporting well-being, self-understanding, and authentic living.

Attention-Deficit / Hyperactivity Disorder (often simply ADHD) is a neurodevelopmental difference affecting focus, impulse control, emotional regulation, and often energy levels. It’s not about lack of effort. Therapy can help with understanding ADHD patterns, reducing shame, and building systems that work for you.

AuDHD is a term often used by people who are both autistic and have ADHD. It reflects the overlapping experiences and ways of processing that come with being neurodivergent in more than one way. For many, it helps name why their traits don’t always fit neatly into “just autism” or “just ADHD” boxes — for example, needing routine and predictability (often linked with autism) while also seeking novelty and stimulation (often linked with ADHD). Understanding AuDHD can be helpful for making sense of your needs, challenges, and strengths in a more nuanced way, and reducing the pressure to fit into one label or set of expectations.

Many neurodivergent people hide or suppress their natural ways of being to fit into social norms. This might include forcing eye contact, copying gestures, or pushing through sensory overwhelm. Masking can be protective but also exhausting, and sometimes leads to losing touch with what feels authentic.

A state of deep physical and mental exhaustion that comes from prolonged stress, sensory overload, or masking. Recovery takes time and often involves unlearning pressures to keep pushing through.

An intense fear of being criticised, rejected, or let down, often leading to big emotional responses. While common in many people, it’s especially noted in ADHD and autism. Therapy can help explore these feelings and build self-compassion.

Difficulties with planning, organising, starting, or finishing tasks. This isn’t laziness; it’s about how the brain manages priorities, memory, and motivation. Therapy can help reduce guilt and find practical supports.

Many adults begin exploring their neurodivergence later in life. Therapy can be a space to understand what this means for you, process the past through a new lens, and build a sense of identity that feels true.

Describes the uneven abilities many neurodivergent people have — areas of very high skill alongside areas of significant struggle. It’s why someone might excel at complex analysis but find daily admin overwhelming. It also recognises that skills and functioning can vary day to day within individuals, depending on the environment, context, and demands on energy etc. Recognising spiky profiles helps set fair expectations.

Autistic inertia is a term used to describe the difficulty many autistic people experience in starting, stopping, or changing tasks or activities. It isn’t about laziness or lack of willpower. Instead, it reflects the way an autistic nervous system processes initiation, momentum, and transitions. Inertia can show up in everyday life in many ways: Struggling to begin a task, even one you want or need to do. Finding it difficult to stop once you’re deeply engaged in an activity. Feeling “stuck” in place, as if an invisible weight is holding you still. This experience can be misunderstood by others, who may interpret it as avoidance or lack of motivation. But for autistic people, inertia is often about neurological wiring, energy management, and the overwhelm that comes with transitions. Recognising autistic inertia as a real and valid part of neurodivergent experience helps reduce shame and self-blame. It also highlights the importance of self-compassion, small steps, and supportive strategies for moving through moments of stuckness.

Describes a profile often seen within/alongside autism where everyday demands — what might appear to be simple requests — can feel overwhelming, triggering anxiety or shutdown. Many prefer “Pervasive Desire for Autonomy” as it highlights the drive for self-direction, without implying something is inherently wrong.

Refers to people whose neurological development and processing generally align with social norms. Used simply to contrast with neurodivergent, though everyone’s brain is unique.

•High- / Low-Functioning: Oversimplifies people’s needs and can hide struggles. Someone called “high-functioning” may still be in great distress. •Asperger’s: Once used to describe autism without language delay. Now folded into the broader autism spectrum and often avoided due to problematic historical ties.

Identity-first language puts the neurotype or condition before the person — for example, saying “autistic person” or “ADHDer.” Many neurodivergent people prefer this because it recognises their neurodivergence as an integral, inseparable part of who they are, not something external or negative. Person-first language (like “person with autism”) was originally intended to highlight the person before any label, aiming to reduce stigma. While still common in some clinical or formal settings, it’s less often preferred within neurodivergent communities. Preferences vary widely. In therapy, it’s always important to explore and use the language that feels most comfortable and authentic to you.