Neurodiversity Celebration Week: 16-20 March 2026
What is Neurodiversity Celebration Week?
Neurodiversity Celebration Week started in 2018 by Siena Castellon, an autism and neurodiversity advocate, when she was 16.
Every year, Neurodiversity Celebration Week aims to provide support to schools, universities, organisations and individuals to not only recognise and celebrate the unique skills of people with neurodiversity, but also create a more inclusive world.
So, what is neurodiversity?
Neurodiversity is an “umbrella” term for when human brains vary (are different) in their function, behaviour, and processing. It views these neurological differences as natural rather than “wrong”.
Around 15-20% of the population has a neurodiversity. You are usually born with it, and it will be a lifelong condition. Having neurodiversity can mean differences in how someone communicates, learns, interacts with, and experiences the world.
Although being neurodiverse can bring challenges, it also brings many strengths and skills because of how they experience the world.
Can you give me some examples of neurodiversity?
Autism
ADHD/ADD
Dysgraphia
Dyscalculia
Dyslexia
Dyspraxia
Learning disabilities
Intellectual difficulties
Tourette’s Syndrome
Down Syndrome
Williams Syndrome
Obsessive-Compulsive Disorder
Sensory Processing Disorder
What neurodiversity isn’t:
A mental health condition (although some people can have this alongside neurodiversity)
“Naughty” or “bad” behaviour
Laziness
Lacking in empathy
Being unable to work, study, or meet your goals
That you can’t be a parent, have relationships and friendships
What can be helpful or supportive if you know someone with neurodiversity?
Ask what would be helpful in different situations – remember, this may look different in different environments, e.g. a noisy, bright supermarket rather than a quiet museum
Rather than referring to someone as “My autistic friend”, try “My friend has autism.” Remember: person first, diagnosis second.
Try to balance your understanding of someone’s neurodiversity with what else makes up the person. What are their hobbies, interests, dislikes, skills, and experiences? What makes them a good friend, partner or employee?
Look for opportunities where someone with neurodiversity can lean into their strengths and interests. If they have a particular skill set, like pattern recognition, maybe they’d be good at leading a project?
If in education or employment, consider if reasonable adjustments may be helpful, e.g. virtual classes or meetings, noise-cancelling headphones, extra time to complete tasks.
What else should I know?
When you learn about a specific neurodiversity, such as Autism and Dyslexia, remember it’s possible to have more than one neurodiversity. For example, someone may have Autism and ADHD, or a learning disability and dyspraxia. This is called co-occurring conditions.
Experiencing the world with neurodiversity is personal. Some people may like to talk about it and educate others, while others prefer to keep it more private.
Stress, drug and alcohol use, and trauma can make neurodiversity more difficult to manage. It’s really important to learn what makes you feel relaxed, safe and able to thrive.
The strengths and challenges of neurodiversity can be more apparent at different times. For example, during transitions (changes), such as puberty, moving school, or leaving home.
No two people are the same. We all have different profiles of strengths and challenges. That’s true whether you have a neurodiversity or not!
If you’d like to know more about Neurodiversity Celebration Week, visit the official website.
