Cultural Perspectives on Neurodiversity: A Global View

Wednesday, February 5, 2025.

Imagine a world where being neurodivergent isn’t just accepted but celebrated—where an ADHD brain’s creative bursts are revered, autistic communication styles are the norm, and dyslexia is seen as a different way of thinking, not a “reading problem.”

Depending on where you live, that world might already exist—or it might feel like a distant dream.

Neurodiversity isn’t just a biological reality; it’s also deeply shaped by culture.

Some societies embrace neurological differences as valuable, while others still frame them as disorders to be fixed.

In this post, we’ll explore how different cultures perceive and support neurodivergent folks, how these perspectives influence education and employment, and what we can learn from societies that do it well.

How Different Cultures Perceive Neurodiversity

1. Western Medicine: The Medical Model vs. Social Model

In much of the Western world, neurodivergence has traditionally been framed as a disorder. The medical model sees autism, ADHD, dyslexia, and other neurological differences as deficits to be diagnosed and treated (Silberman, 2015). This has led to:

• High rates of medication use for ADHD and autism-related anxiety.

• Behavioral therapies (like Applied Behavior Analysis, or ABA) aimed at making neurodivergent individuals appear more neurotypical.

• Standardized testing in schools that often disadvantages neurodivergent students.

But the tide is shifting. Many Western countries are now adopting the social model of disability, which sees the real problem not as neurodivergent brains but as the world’s unwillingness to accommodate them (Botha & Frost, 2020).

2. Japan and the Concept of ‘Tokushitsu’ (Unique Traits)

In Japan, neurodivergence has historically been underdiagnosed, partly due to cultural stigmas around disability (Kuwabara et al., 2017).

However, there’s also a cultural appreciation for tokushitsu—or unique traits. Rather than seeing autism or ADHD as deficits, some Japanese perspectives emphasize these as different styles of thinking that can contribute to society.

That said, Japan’s rigid social expectations can make it difficult for neurodivergent folks to thrive. School and workplace structures often demand high conformity, leaving little room for alternative learning or work styles (Takizawa, 2021).

3. Indigenous Perspectives: The Gifted Seer

Some Indigenous cultures have long recognized neurodivergence—not as a disorder but as a sign of spiritual insight.

• Many Native American tribes have traditions that view autistic-like traits as markers of deep spiritual connection.

• The Māori people of New Zealand often see neurodivergent individuals as possessing unique strengths in oral storytelling and pattern recognition (Macfarlane & Macfarlane, 2012).

These perspectives contrast sharply with Western diagnostic approaches and suggest that neurodivergence has always existed—it just hasn’t always been seen as a problem.

4. Scandinavian Countries: Leading the Way in Inclusion

Denmark, Sweden, and Finland are consistently ranked among the most neurodivergent-friendly countries in the world (Hendrickx, 2018). Their approach includes:

✅ Flexible education systems that allow for individualized learning plans.
✅ Workplace policies that promote neurodiversity hiring initiatives.
✅ Universal healthcare that ensures access to support without financial barriers.

For example, Denmark’s “Specialpedagogisk Stöd” initiative provides funding for university students who need extra accommodations, helping neurodivergent individuals thrive in higher education and beyond (Hendrickx, 2018).

5. The ‘Disability as Karma’ Perspective in Some Asian Cultures

In some parts of India and China, neurodivergence and disability have historically been seen through a spiritual lens—sometimes as karmic consequences of past actions (Ghosh, 2020).

While this belief can lead to stigma, it has also fostered deep familial care. In cultures where collectivism is strong, neurodivergent children are often supported by extended families rather than isolated. However, lack of official support structures means many neurodivergent folks struggle to access accommodations in education and employment (Ghosh, 2020).

What We Can Learn from These Cultural Perspectives

1. Neurodivergence as a Strength, Not a Deficit

In cultures where neurodivergence is framed as a unique ability rather than a disorder, neurodivergent folks often have higher self-esteem and mental well-being (Macfarlane & Macfarlane, 2012).

What we can do: Schools and workplaces should highlight neurodivergent strengths rather than only focusing on “fixing” challenges.

2. Flexible Education = Better Outcomes

Scandinavian countries have shown that adaptable education systems lead to better long-term success for neurodivergent students (Hendrickx, 2018).

What we can do: Politically protect and advocate for individualized learning plans in schools, allowing students to succeed in ways that work for their brains.

3. The Importance of Community Support

Indigenous and collectivist cultures emphasize community-based care over institutionalized intervention (Ghosh, 2020). This fosters strong social support networks that buffer against mental health struggles.

What we can do: Create neurodivergent-friendly community spaces, such as sensory-friendly events and neurodivergent peer-support groups.

4. Policy Matters

Government-backed accommodations—like those in Scandinavia—ensure that neurodivergent individuals don’t have to fight for every basic right (Hendrickx, 2018).

What we can do: Push for policies that make workplaces, schools, and public spaces more neurodivergent-inclusive.

Final thoughts

The way a society treats neurodivergence isn’t just about biology—it’s about culture.

While some countries still view neurodivergence through the lens of pathology, others recognize it as an integral part of human diversity.

We can learn from global perspectives to create a world where all kinds of minds are valued.

By adopting inclusive education policies, shifting workplace norms, and embracing neurodivergence as a strength rather than a weakness, we move closer to a society that works for everyone.

After all, a world built for just one kind of brain is a world that’s missing out on some of its most brilliant thinkers.

Be Well, Stay Kind, and Godspeed.

REFERENCES:

Botha, M., & Frost, D. M. (2020). Extending the minority stress model to understand mental health problems experienced by the autistic population. Society and Mental Health, 10(1), 20-34.

Ghosh, S. (2020). Cultural perceptions of neurodivergence: A comparative analysis. Journal of Cross-Cultural Psychology, 51(7), 891-907.

Hendrickx, S. (2018). Neurodiversity at work and in education: A guide for professionals, parents, and caregivers. Jessica Kingsley Publishers.

Kuwabara, H., Hasegawa, C., & Tsuda, H. (2017). Cultural influences on autism spectrum disorder diagnosis in Japan. Autism, 21(6), 713-721.

Macfarlane, A. H., & Macfarlane, S. (2012). Maori perspectives on neurodiversity and learning differences. New Zealand Journal of Educational Studies, 47(2), 99-113.

Silberman, S. (2015). Neurotribes: The legacy of autism and the future of neurodiversity. Avery.

Takizawa, R. (2021). Social conformity and neurodivergence in Japan: Challenges and opportunities. Asian Journal of Psychology, 12(3), 215-231.