Celebrating Neurodiversity: The Power of Neuro-Affirming Language

At Mazenod College, we are committed to creating a learning environment where every student feels valued, understood, and accepted. As part of our inclusive approach, we are placing a strong focus on the use of neuro-affirming language both in the classroom and in our wider school community.

What Is Neuro-Affirming Language?

Neuro-affirming language recognizes that neurological differences, such as autism, ADHD and other neurodivergent profiles are natural variations in how people think, feel, and experience the world.

Rather than viewing these differences as deficits or disorders to be fixed, neuro-affirming language highlights strengths, respects individual identity and promotes dignity and belonging.

Why Language Matters

The words we choose send powerful messages. For neurodivergent youth, the language used by adults can significantly impact their self-esteem, mental health, and willingness to be themselves.

When we use affirming, respectful language:

Neurodivergent individuals feel seen and accepted.
We reduce stigma and shame.
We encourage positive identity development.
We foster inclusive classrooms where all students can thrive.

Below are some examples of neuro-affirming language:

Instead of saying...	Try saying…….
“He suffers from autism/ he has autism spectrum disorder /he has Asperger Syndrome”	“He is autistic”
“He has special needs”	“He has support needs”
“He is high functioning”	“He needs less support in some areas”
“He is low functioning”	“He has more support needs in some areas”.
He shows challenging / problematic or disruptive behaviour”	“He is communicating a need”;” He is communicating distress”
Fixing social skills	Supporting social connection and understanding
Social Impairments/ Lack of social skills	Communication differences
Self stimulatory behaviour/ repetitive movements	Stimming/ self expression/ body language
Deficit / lacks Cognitive Flexibility / rigidity of thought	Thrives with predictability and structure
Special interests / Restrictive interests / obsessions	Passions / Areas of Expertise or /Strengths
Odd / Unusual / Pecular / Aloof	Values autistic ways of being
Sensory Processing Disorder / Sensory Atypicality / Sensory Abnormalities	Autistic Sensory Perception/Sensory Processing Differences / Sensory Differences / Perceptual differences

How Parents Can Use Neuro-Affirming Language at Home

Celebrate differences: “Everyone’s brain works in its own unique way and that’s a good thing.”
Reframe behaviour: “You’re having a hard time right now” rather than “You’re being difficult.”
Avoid comparisons: Focus on your child’s growth not perceived deficits.
Model positive identity: Speak about neurodivergence with acceptance and respect.
Be curious: Ask how your son sees himself and what support feels right for him.

How Teachers Are Using Neuro-Affirming Language at School

Teachers can actively incorporate neuro-affirming approaches in their day-to-day interactions with our students. Some examples include:

Using strengths-based descriptions: “He is a deep thinker” instead of “He’s rigid.”
Normalizing difference: “We all learn in different ways, let’s figure out what works best for you.”
Supporting regulation, not compliance: “Do you need a break or a tool to help you feel more focused?” instead of “You need to sit still.”
Respecting autonomy: Asking, “Would you like help with that?” rather than assuming the student needs assistance.
Encouraging identity ownership: Accepting and using students’ preferred terms (e.g., autistic, ADHD, neurodivergent).

These small shifts help autistic and neurodivergent students feel safer, more understood and more confident in who they are.

The Harm of Non-Affirming Language

When children are described as “too much,” “not normal,” or “difficult,” they may internalize these messages, leading to:

Masking their true selves to avoid rejection
Lower self-esteem and confidence
Higher risk of anxiety, depression and burnout

By contrast, affirming language communicates acceptance and support, allowing students to grow into their full potential without fear of judgment.

Using neuro-affirming language is not just about words it’s about creating a school culture where all students feel respected and safe to be themselves. Mazenod College is proud to be a school that celebrates neurodiversity and we thank you for being a vital part of that journey.

If you would like more information or support in using neuro-affirming language, please refer to the following resources:

You are also welcome to contact the school Psychologists.

Kind regards,

Rosemary Kucan

Psychologist

Student Free Day	Monday, 16 June
Year 12 Formal	Thursday, 3 July
Term 2 concludes	Friday, 4 July

Key Dates & Events

Key Dates: Term 2, 2025