Our Philosophy
Why Language Matters: Our Philosophy on Reframing Neurodiversity
Imagine hearing about yourself your entire life through deficit language. You have an attention deficit. You show poor self-discipline. You're impulsive. You struggle with executive dysfunction.
Every single descriptor frames you as lacking, broken, or insufficient compared to some invisible standard called "normal."
Now imagine a different language. You have Divergent Attention. You experience Attention Slip. You demonstrate Mental Agility. You show Focus Flexibility.
Notice what shifts internally. The second set acknowledges difference without pathologising it. You're not broken. You're differently wired.
That shift matters more than you might think.
Words Don't Just Describe, They Shape
The language we use doesn't just describe reality. It actively shapes how we perceive ourselves, how others perceive us, and what solutions we can collectively pursue.
Traditional terminology overwhelmingly emphasises what neurodivergent individuals supposedly lack. Attention deficit. Impulse control problems. Social skills deficits. This deficit-focused language reflects an outdated paradigm viewing neurodivergence solely as dysfunction rather than difference.
Research by Bottema-Beutel and colleagues demonstrates how deficit-centred language in autism research actively shapes both scientific understanding and public perception, often reinforcing harmful stereotypes [1]. Similarly, studies show that terminology directly impacts educational expectations and accommodations for neurodivergent students [2].
The consequences aren't abstract. Language shapes funding priorities, research directions, workplace accommodations, educational approaches, and most importantly, how neurodivergent people understand themselves.
James's Story: When the Medical Model Falls Short
Goghini founder James experienced this firsthand:
"I was diagnosed with ADHD at 32, after struggling my entire life without knowing why. The medical system had completely failed me. By the time I finally received an ADHD diagnosis, I'd been running decades-long internal propaganda campaigns against myself: that all my symptoms were personal failings
The relief of diagnosis was immediately followed by frustration. It took so long, and despite being grateful for finally knowing, it didn’t feel like there was an effort to create understanding. Nobody explained how my brain actually worked. Nobody reframed the 'deficits' as different processing patterns. Nobody helped me understand that I wasn't broken, just differently optimised. Medications helped significantly, but it felt like I was lacking a substantive concept of why."
James's experience isn't unique. Countless adults with ADHD receive a diagnosis as revelation, followed by disappointment when the full picture remains deficit-focused.
The Medical Model: Useful but Incomplete
Neurodevelopmental conditions have been understood primarily through a medical model for decades. This approach focuses on diagnosis, treatment, and deviation from statistical norms. It emphasises challenges, positions neurotypical cognition as the only healthy standard, and frames interventions primarily as ways to normalise behaviour.
The medical model has value. It provides access to support services, accommodations, and evidence-based treatments. We fully support diagnosis and medical interventions when individuals find them helpful.
But here's what it misses: viewing neurodevelopmental conditions solely as medical problems requiring fixes overlooks critical aspects of the neurodivergent experience. It ignores strengths, preferences, and unique perspectives that come with different neurological wiring.
At Goghini, we embrace a neurodiversity paradigm that acknowledges both challenges and strengths associated with different cognitive styles. This perspective is increasingly supported by research in neuropsychology, evolutionary biology, and cognitive science [3].
To be clear: This isn't about rejecting science for pseudoscientific alternatives. It's about recognising that medical diagnosis and treatment represent just one dimension of support, not the complete story.
What Reframing Actually Accomplishes
Our approach to terminology isn't about denying real challenges or pretending everything is sunshine. It's about four specific goals:
Accuracy: Many traditional terms like "deficit" are scientifically inaccurate descriptions of what's actually happening. People with ADHD don't lack attention. They allocate it differently, often with remarkable intensity when genuinely engaged [4].
Completeness: Deficit-only language creates an incomplete picture that misses the whole person. Expanding our conceptual framework to include strengths, preferences, and unique perspectives provides a more accurate representation.
Agency: Language that doesn't carry inherent negativity allows individuals to understand and advocate for themselves more effectively. This shifts the locus of control back to the individual rather than positioning them as passive recipients of treatment.
Perspective: Many challenges stem from environmental mismatches rather than internal deficits. When we recognise this, solutions shift from "fix the person" to "design better environments."
Research demonstrates these aren't just nice ideas. Studies show that identity-first language correlates with greater neurodiversity awareness, stronger identity, and lower internalised stigma [5]. People who embrace neurodivergent identity rather than viewing themselves purely through a medical lens consistently report better outcomes [6].
Our Reframed ADHD Terminology
Here's how we talk about ADHD at Goghini, and why:
Traditional Term
Goghini Term
Why This Matters
Hyperactivity
Energy Management
That need for movement isn't pathological restlessness. It's your brain regulating arousal states for optimal cognitive function. Many ADHD brains need movement to focus, not in spite of needing to focus.
Impulsivity
Mental Agility
Quick decision-making and rapid cognitive shifts represent distinct types of information processing. What looks "impulsive" in routine contexts becomes "decisive" in crisis scenarios requiring rapid response.
Executive Function Deficit
Focus Flexibility
Executive functions in ADHD aren't universally impaired but differently optimised. Notable strengths in certain contexts balance challenges in others. Flexibility, not deficit.
Procrastination Issues
Productivity Momentum
Difficulty initiating tasks relates to how ADHD brains build and maintain momentum. We need more initial force to overcome inertia, but can achieve remarkable flow once in motion. Physics, not character flaws.
Poor Self-Discipline
Attention Slip
ADHD motivation systems respond more strongly to interest, novelty, and urgency than to importance alone. When these engaging elements are absent, attention naturally slips. Not because of character flaws, but because of different neurological response patterns.
A Note on "Attention Deficit"
We'd genuinely like to reframe "Attention Deficit," but doing so would break the ADHD acronym that everyone recognises and searches for, causing confusion. The term itself presents a challenge - "deficit" literally means something is lacking or insufficient. Research shows people with ADHD don't lack attention; they allocate it differently based on interest, novelty, and relevance. When we discuss attention patterns in ADHD, we feel it is better described as
Divergent Attention - attention that moves like a spotlight in different directions, not a broken lamp. We can't change the medical acronym, but we can change how we explain what is going on within the brain.
Broader Neurodiversity Reframing
Beyond ADHD-specific terms, we apply similar thinking across neurodiversity:
Traditional Term
Goghini Term
Why This Matters
Neurological Conditions
Brain Styles
Recognises neurodivergence as a natural variation rather than a pathology.
Mental Health Treatment
Mind Maintenance
Shifts focus from "fixing" to ongoing support and optimisation. Everyone benefits from maintaining mental health, not just those with diagnoses.
Mood Disorders
Emotional Climate
This statement acknowledges the natural variability of emotional experience while reducing stigma. We chose "climate" over "weather" because it better reflects sustained patterns whilst acknowledging gradual change.
Slow Processing
Processing Depth
Different processing speeds often reflect deeper engagement rather than deficiency. Thoroughness has value.
Social Deficits
Interaction Bandwidth*
This approach focuses on capacity and preference rather than lack of ability. Everyone has social energy limits. Neurodivergent people just hit them faster or differently.
*Blame this one on one of James's late-night coding sessions. Drawing parallels between network capacity and social energy proved surprisingly apt for describing how social interaction works for many neurodivergent minds. When your interaction bandwidth is finite and you're using it intensely, running out isn't a deficit; it's reaching capacity.
The Research Foundation
Our reframing isn't merely a semantic preference. It's grounded in emerging research demonstrating that neurodivergent traits bring genuine advantages in specific contexts:
Research shows that higher activity levels predict significantly better working memory performance in children with ADHD, supporting the idea that movement serves as "a compensatory mechanism that facilitates neurocognitive functioning" [8].
Workplace studies demonstrate adults with ADHD show higher original creative thinking on standardised tests and greater real-world creative achievement compared to neurotypical controls [9].
Comprehensive reviews examining behavioural studies find consistent evidence for increased divergent thinking in those with high ADHD scores [10]. Separate research demonstrates that trait impulsivity can be advantageous when rapid responding and attentional focusing is required [11].
Studies on neurodiversity-informed interventions show better outcomes by improving person-environment fit and working with natural developmental trajectories rather than fighting against them [12].
Language use has material consequences. Research demonstrates how terminology affects stigmatisation, dehumanisation, and real-world treatment of neurodivergent individuals [13].
How This Shapes Everything We Do
At Goghini, reframed language directly influences how we design products and resources:
Products that leverage strengths: Focus Frames™ aren't designed to "fix" Divergent Attention. They create environments where different attentional styles can flourish whilst minimising challenges from sensory overwhelm.
Education that embraces completeness: Our content acknowledges both challenges and advantages of neurodivergence. You'll never find an article from us that only discusses problems without recognising strengths.
Community that celebrates difference: We foster spaces where neurodivergent individuals are valued for their unique perspectives, not despite them.
Resources that promote agency: Everything we create empowers individuals to understand and work with their natural cognitive style rather than fighting against it.
When you understand your Divergent Attention as different rather than deficient, you stop trying to force yourself into neurotypical patterns. You start designing environments and strategies that work with your actual brain.
The Daily Impact
Language change isn't just philosophical. It's practical.
When your child's teacher says they have "attention deficit," what solution comes to mind? Probably medication, behavioural modification, or other interventions to reduce the deficit.
When the teacher says they have "Divergent Attention," what shifts? Suddenly, you're thinking about how to engage their interest, design environments that match their attentional style, and leverage their ability to hyperfocus on compelling tasks.
Same child. Same behaviour. Different language. Completely different approach to support.
When you describe yourself as struggling with "poor self-discipline," how does that feel? Probably like a character flaw requiring willpower you don't possess.
When you recognise "Attention Slip" instead, what changes? You start understanding the neurological mechanisms. You stop blaming yourself. You design strategies that work with your Interest-Based Nervous System rather than fighting it.
Language shapes not just how others perceive you, but how you perceive yourself. That matters enormously for self-compassion, strategy development, and overall well-being.
An Evolving Conversation
We don't claim to have perfect language. Our own understanding continues to evolve through ongoing dialogue with the neurodivergent community, researchers, and clinicians.
Some terminology we use might not resonate with everyone. The neurodivergent community isn't monolithic. Some prefer identity-first language ("I am autistic"), others prefer person-first ("I have autism"). Some embrace the neurodiversity paradigm fully, while others find value in the medical model framing.
That's okay. The goal isn't universal agreement but thoughtful consideration of how language shapes experience and what alternatives might serve us better.
We're actively refining our terminology based on feedback. Language should evolve as understanding deepens.
Join the Conversation
Small changes in language can catalyse meaningful shifts in understanding. By consciously evolving our terminology, we participate in a broader cultural transformation that acknowledges and values neurodiversity.
Experiment with reframed language in your own life. Notice what shifts internally when you describe your Divergent Attention rather than your attention deficit. Pay attention to how others respond when you talk about Focus Flexibility instead of executive dysfunction.
Share your experience with us. Have certain terms been particularly helpful or problematic for you? Do you have suggestions for an alternative language that better captures your experience?
Connect with our community. Language evolves through collective conversation. Your insights directly shape our approach.
The neurodiversity concept emerged from online autistic communities in the mid-1990s through collective effort [14]. It wasn't created by researchers or clinicians, but by neurodivergent individuals seeking better language for their experiences.
We're continuing that tradition. Let's develop this language together, grounded in lived experience and supported by research, creating terminology that serves rather than limits us.
This article provides our perspective on ADHD and neurodiversity. We welcome your feedback and lived experiences to help refine our understanding. This content is not a substitute for professional medical advice.
Research References
[1] Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29.
[2] Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: A narrative synthesis. Higher Education, 80(4), 757-778.
[3] Chapman, R. (2021). Neurodiversity and the social ecology of mental functions. Perspectives on Psychological Science, 16(6), 1360-1372.
[4] Ashinoff, B. K., & Abu-Akel, A. (2021). Hyperfocus: The forgotten frontier of attention. Psychological Research, 85(1), 1-19.
[5] Keating, C. T., Hickman, L., Leung, J., Monk, R., Montgomery, A., Heath, H., & Sowden, S. (2023). Autism-related language preferences of English-speaking individuals across the globe: A mixed methods investigation. Autism Research, 16(2), 406-428.
[6] Bury, S. M., Jellett, R., Spoor, J. R., & Hedley, D. (2023). "It defines who I am" or "It's something I have": What language do [autistic] Australian adults [on the autism spectrum] prefer? Journal of Autism and Developmental Disorders, 53(2), 677-687.
[7] Van den Driessche, C., Chevrier, F., Cleeremans, A., & Sackur, J. (2019). Lower Attentional Skills predict increased exploratory foraging patterns. Scientific Reports, 9, 10948.
[8] Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology, 43(7), 1219-1232.
[9] White, H. A., & Shah, P. (2011). Creative style and achievement in adults with attention-deficit/hyperactivity disorder. Personality and Individual Differences, 50(5), 673-677.
[10] Hoogman, M., Stolte, M., Baas, M., & Kroesbergen, E. (2020). Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings. Neuroscience & Biobehavioral Reviews, 119, 66-85.
[11] Toschi, C., Hervig, M. E., Moazen, P., Parker, M. O., Dalley, J. W., Gether, U., & Robbins, T. W. (2021). Adaptive aspects of impulsivity and interactions with effects of catecholaminergic agents in the 5-choice serial reaction time task: implications for ADHD. Psychopharmacology, 238(12), 3533-3541.
[12] Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in Psychology, 12, 635690.
[13] Botha, M., Hanlon, J., & Williams, G. L. (2021). Does Language Matter? Identity-First Versus Person-First Language Use in Autism Research: A Response to Vivanti. Journal of Autism and Developmental Disorders, 53(2), 870-878.
[14] Botha, M., Chapman, R., Giwa Onaiwu, M., Kapp, S. K., Stannard Ashley, A., & Walker, N. (2024). The neurodiversity concept was developed collectively: An overdue correction on the origins of neurodiversity theory. Autism, 28(6), 1591-1594.