Scoping review finds inconsistent diagnostic basis for 'neurodivergent' label

A scoping review of 134 studies (151,134 participants) examined how the terms neurodivergence and neurodiversity are used in mental health research. Participants were most often identified via self-reported diagnosis (41.8%) or self-identification (37.3%) rather than clinical assessment, and the diagnoses most commonly associated with these terms were autism (68.7%), ADHD (64.2%), dyslexia (32.8%), dyspraxia (15.7%), anxiety disorder (14.9%), and dyscalculia (12.7%); 21.6% of studies specified no clinical diagnosis at all. The authors concluded that the terms' lack of specificity introduces heterogeneity into research on clinically defined conditions and suggest prioritizing precise diagnostic descriptors in clinical and research contexts, reserving neurodivergent language for studies focused on self-identification and identity.

Most relevant for: Researchers and clinicians involved in studies or services concerning autism, ADHD, dyslexia, dyspraxia, dyscalculia, or other conditions labeled as neurodivergent.

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