Neurodivergent belonging: a manifesto
Krysia Waldock examines belonging as a basic need, how the marginalisation of Neurodivergent people can make it harder to feel more than merely ‘present’ in a space, and how we can better foster a sense of belonging for Neurodivergent individuals.
Belonging has been described as a human need (Baumeister & Leary, 1995). However, Neurodivergent people are likely to face more exclusion in all domains of life (see Chapman & Carel, 2022; Mellifont, 2023; Waldock, 2023). In addition, far more focus is placed on disabled and/or Neurodivergent people being present in a space rather than enabling a sense of belonging.
It is therefore important that we as neurodivergent people have input on what belonging looks like when done right and in a manner which is neurodivergent-affirming. At this point, I would like to emphasise that what it feels like to belong is unique to each person. We all have different understandings of what belonging is, notably including belonging as a feeling between people or a group, an affinity for a place or situation or having a role where we ‘fit’ and play a part. These are likely shaped by our lived experiences, the identities we have and the situation at hand.
In this light, I want to assert three things.
Firstly, that Neurodivergent people’s experiences of belonging and ‘what works’ may be shaped by what does not work and how we are excluded. We have been excluded and traumatised for who we are and how our bodies and brains are. It is not necessarily the case to just invert what has not worked, but it shows just how important it is to feel a sense of belonging and to not repeat what has not worked.
Secondly, I want to provide some examples of things that may work. Belonging should not be a tick list or aims to achieve (as stated by van Ommen et al., 2023). Belonging is not something you achieve by fulfilling requirements. However, certain things can help a feeling of belonging develop or grow. Since we live in an outcome-driven society, here are some examples:
Spaces which have people who have the same or similar values and expectations to us (e.g., how to communicate, who should be included)
Spaces which are affirming of being Neurodivergent and all neurodivergent experience (i.e., not just some Neurodivergent experiences). This includes providing an affirming space for the support needs we may have.
Spaces where there are people who understand or are affirming other aspects of our identities we have (e.g., LGBTQIA+ affirming if one is LGBTQIA+)
Spaces which are accessible: this includes how we experience the sensory dimension of the group or space and how we can physically access the space.
Spaces where we have something to contribute or a role to play, and are valued in this role.
Finally, neurodivergent people will not always or necessarily feel a sense of belonging with other Neurodivergent people. Sometimes we have different values, interests or goals. Neurodivergence includes a broad school of lived experiences, and Neurodivergent people may have values or interests that oppose each other, which may be counteractive to feelings of belonging.
References
Chapman, R., & Carel, H. (2022). Neurodiversity, epistemic injustice, and the good human life. Journal of Social Philosophy.
Leary, M. R., & Baumeister, R. F. (1995). The need to belong. Psychological Bulletin, 117(3), 497-529.
Mellifont, D. (2023). Ableist ivory towers: A narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education. Disability & Society, 38(5), 865-886.
Van Ommen, A. L., Cundill, H. J., Waldock, K. E., Tryfona, C., Macaskill, G., Barber, C., ... & Brock, B. (2023). United by Neurodiversity: Postgraduate Research in a Neurodiverse Context. Journal of Disability & Religion, 27(4), 537-551.
Waldock, K. E. (2023). The impossible subject: Belonging as a neurodivergent in congregations. Journal of Disability & Religion, 27(4), 568-583.
