Neurodivergent: Was I Born This Way?
Are You Born Neurodivergent or Become Neurodivergent?
The conversation surrounding neurodiversity often raises questions about its origins. Are neurodivergent traits innate, or can they develop through life experiences? Nature vs Nurture. To explore this topic, it’s essential to look at the definitions of neurodiversity and the factors that contribute to it.
Understanding Neurodiversity
Neurodiversity encompasses a variety of human brain functions and behaviors and includes conditions such as autism, ADHD, dyslexia, and more. The term emphasizes that variations in neurocognitive functioning are a natural part of human diversity, rather than disorders to be treated (Armstrong, 2010). Read more here and here.
The Genetic Perspective: Nature
Several studies suggest that genetics play a significant role in neurodivergent conditions. Research indicates that certain genetic markers are linked to conditions such as autism spectrum disorder (ASD) and ADHD. A study published in Nature Genetics found that genetic factors contribute to an individual’s ability to pass on these conditions to their children (Liu et al., 2019). The studies suggest that multiple genes can interact to create neurodivergent traits.
Environmental Influences: Nurture
Conversely, environmental factors can also shape neurodivergent characteristics. Prenatal exposure to certain substances, such as alcohol and drugs, has been associated with neurodevelopmental disorders. A review published in 2018 reported that exposure to these substances during pregnancy can significantly increase the likelihood of developing conditions like fetal alcohol spectrum disorders (O'Leary et al., 2018).
Moreover, childhood experiences, such as trauma or social interactions, can profoundly influence neurodevelopment. A study in Psychological Medicine highlighted that stressful environments during early childhood can lead to changes in brain structure, potentially leading to conditions such as ADHD and anxiety (Luby et al., 2013).
The Interaction of Genetics and Environment
Current research leans toward the understanding that both genetics and environment interact in complex ways to shape neurodivergence. This notion is supported by the diathesis-stress model. According to this model, an individual may have a genetic vulnerability to a neurodivergent condition, which may only manifest under specific environmental stressors (Ingram & Luxton, 2005). Simply put, a predisposition does not equate to a guaranteed outcome.
Additionally, the neurodevelopmental perspective holds that while a predisposition may be present at birth, experiences throughout a person’s life can amplify or mitigate these traits. For instance, positive early interventions and supportive environments can lead to better outcomes for neurodivergent individuals (McGee, 2017). This underlines the benefit of early identification and intervention.
Conclusion
Whether a person is born neurodivergent or becomes neurodivergent does not have a straightforward answer. Evidence suggests that genetic predispositions and environmental factors throughout life influence neurodivergence. —Scientist-lingo for “It’s complicated” Perhaps the most important fact to come from the research, in my humble opinion, is that an individual’s functioning and quality of life can be influenced and potentially changed for the better. When considering next steps, remember that research can be helpful for general awareness and expectations but it is still vitally important to consider and prioritize the individual person when providing care and support.
References
Armstrong, T. (2010). Neurodiversity: A concept whose time has come. Education Leadership, 68(2), 26-30.
Ingram, R. E., & Luxton, D. D. (2005). Vulnerability-stress models. In R. E. Ingram & D. D. Luxton (Eds.), Vulnerability to psychopathology: Risk across the lifespan (pp. 3-30). Guilford Press.
Liu, Y., Wang, Z., & Zhang, S. (2019). Meta-analysis of the association between genetic variants and autism spectrum disorder. Nature Genetics, 51(3), 511-520.
Luby, J. L., Belden, A., & Botsford, M. (2013). The influence of early environments on childhood depression: A 1-year follow-up study. Psychological Medicine, 43(6), 1351-1360.
McGee, A. (2017). Supportive environments for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 47(2), 451-458.
O'Leary, C. M., Nassar, N., & Nelson, M. (2018). Maternal alcohol consumption during pregnancy and child outcomes: A systematic review and meta-analysis. Archives of Disease in Childhood, 103(7), 654-663.
