Category: Neurodivergence
Neurodivergence is an umbrella term for a set of neurodevelopmental differences, including ADHC, ASC, and certain learning profiles. It is called developmental because the brain formed along a course that differs from the most common one. It is not a diagnosis, not an identity, and not a badge. Describing a course as divergent from the usual one says nothing beyond that. The conditions the term refers to become clinically significant when the variation in processing is persistent, intense, and disruptive enough to impair daily life, at which point a specific diagnosis applies. These essays work with that variation because it makes the dependencies inside Functional Coherence harder to overlook, and conditions that provide stability under that degree of variability tend to provide stability more generally. The Neurodivergent Protocol is the applied work that comes out of it.
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Neurodivergence: Responsibility and Opportunity
Clinical meaning, personal responsibility, and the practice of deliberate skill.
Neurodivergence isn’t an excuse, identity, or diagnosis; it’s an umbrella term that matters only when it points toward action. Diagnosis is pursued when symptoms are intense, persistent, and impair daily functioning enough to warrant support. From there the real work begins: stabilizing wellbeing through strategies that make executive skills reliable, often by externalizing the brain into cues, routines, and community.
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Navigating by Different Stars
Restoring Executive Function Part 3
The Divergent Mind Not everyone navigates by the same stars. Even with shared landmarks, the path between them can be wildly different. For the neurodivergent mind, the basic signaling that supports daily navigation is inconsistent at best. The brain didn’t develop typically, but that doesn’t make it broken. It’s not moral failure. It’s a different internal celestial map. Neurodivergence—covering conditions…