Written by
Mary Luu
Certified Business Psychologist | ABP Member
Published
When we talk about neurodiversity, we’re really talking about how we choose to see human brains and behavior. Are some brains “wrong,” or are they simply different? One powerful way to explore this is through two common lenses: the medical model and the social model of disability.
The medical model
The medical model looks at neurodivergence as a dysfunction. It sees people through a doctor-patient lens, focusing on diagnosis, symptoms, and deficits. The aim is usually to correct or reduce those “dysfunctions” so the person’s behavior fits closer to what society calls “normal.”
In this model, the language often used includes words like “disorder”, “impairment”, and “dysfunction”. Over time, this creates a pathologizing story: the person becomes “the problem” that needs to be fixed.
The social model
The social model offers a very different perspective. Instead of seeing the person as the problem, it views neurodivergence as part of natural human variation. Here, the “disability” comes not from the individual but from the environment: inflexible systems, sensory overload, rigid expectations, and social norms that only cater to one type of brain.
The focus shifts to identifying and removing barriers - physical, sensory, social, and attitudinal. The language is more about differences, access, support, and inclusion. This model values cognitive and communication diversity as something essential, not something to be erased.
The differences?
What really sets the social model apart is its non-pathologizing language and its respect for different ways of thinking, feeling, and behaving. It does not deny that neurodivergent people can face real challenges. Instead, it asks: how much of that struggle is caused by the world refusing to adapt? This perspective aligns closely with coaching values: empowerment, choice, collaboration, and believing in people’s potential.
Research by Chapman and Veit (2024) suggested that using a social-model approach in education can improve self-esteem and academic outcomes for neurodivergent students. Even without diving into all the details, this idea makes a lot of sense. When schools stop framing students as “problems” and instead change the environment, the message to children becomes: “You belong here. You learn differently, and that is okay.” That kind of message can be deeply healing.
An example
Think about what this means in a classroom. Instead of seeing a child who can’t sit still as “disruptive,” a teacher guided by the social model might ask: Is the room too noisy? Is the lesson too static? Can this student learn better by moving, using visuals, or having more breaks? Instead of forcing all children into one mold, the teacher introduces flexible seating, clearer structure, alternative ways to show understanding, and sensory-friendly options. The child is still the same person - but the story has changed, and so has their chance to thrive.
For neurodivergent children, narrative is everything. If they grow up constantly hearing that they are “behind,” “too much,” or “difficult,” they may start to believe that their dreams are unrealistic. But if they grow up hearing, “Your brain works differently, and we will support you to learn in your way,” they can see their differences as a starting point, not a life sentence. They can treat school not as a place that constantly tells them they are wrong, but as a space where they are allowed to explore, experiment, and discover what they enjoy and are good at.
What needs to be considered?
Our perspectives. When we choose how to talk about neurodiversity: at home, in classrooms, in coaching sessions, or in workplaces; we are also choosing more than words. We are choosing what role people get to play in their own lives: the broken thing to be fixed or the capable person who deserves support, respect, and room to grow.
If you work with neurodivergent adults, or are neurodivergent yourself, it may be worth asking: Which model am I using without even noticing? What would change if I switched to a more social, neuro-affirming lens? That shift might be the difference between someone feeling like a problem and someone finally feeling seen.
References:
Autism.org.uk. (2023). Autism and neurodiversity. National Autistic Society.
https://www.autism.org.uk/advice-and-guidance/topics/identity/autism-and-neurodiversity
Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2022). The neurodiversity approach(es): What are they and what do they mean for researchers? Autism, 26(6), 1173–1179.
Clouder, L., Karakis, I., Cinotti, A., & Kydonaki, K. (2024). When I say … neurodiversity paradigm. Medical Education, 58(1), 5–7.
Disability Wales. (2023). Neurodiversity and the social model of disability.
https://www.disabilitywales.org/neurodiversity-and-the-social-model-of-disability/
Neurodivergent Insights. (2022). Medical vs. social model of disability.
Thriving Wellness Center. (2025). Understanding the social model of disability.
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