What Is Affirming Language and Why It’s Important That We All Strive to Use It

Affirming language is inclusive and respectful towards neurodivergent people. Many medical books, such as the DSM-5 which is used by psychologists to identify and understand autism, ADHD among others, is riddled with language such as “deficits,” “symptoms'' and “disorders.” While this language may be appropriate in other situations, such as describing medical conditions, it is not appropriate for describing neurodivergence. This language is stigmatising, causing neurodivergence to be understood as bad or something that requires a cure. This can lead children to develop anxiety and low self esteem. 

Instead, we can take some steps to improve our use of affirming language. Firstly, removing the word disorder from our vocabulary when we are discussing neurodivergence because, simply put, it is not a disorder. It is a different way of processing the world around us. Therefore, instead of using Autism Spectrum Disorder, try using Autism and instead of using Sensory Processing Disorder, try using Sensory Processing Differences. 

Secondly, strive to use identify-first language. For some, this can be difficult to understand and use due to being taught that person-first language is the most respectful way to address others, especially children. Person-first language is saying “someone with autism” but identity-first language is saying “autistic person,” which is preferred. This is because autism is an integral and innate part of an individual’s identity, it is not a hat they can remove like “someone with a hat” can. 

Finally, functioning labels are not useful. In the past, you may have heard of “high-functioning” and “low-functioning” autism, but these labels do not accurately reflect the abilities of an individual. Human functioning fluctuates depending on the circumstances, such as if you have slept well, are hungry or the situation you are in. For example, Penny Robinson, who is featured in our article 3 Ways Parents Can Support Autistic Children, teaches at Monash University. In semester 2 of 2020, she taught two subjects and moved all the content online during the second Melbourne lockdown of the COVID pandemic. From afar, you would think she was functioning well. The truth was, she rarely left the house due to the masks causing her sensory overload. Her mother had to go grocery shopping and she took 6.5 weeks off after semester 2 had finished to recharge. There is no reason to use functioning labels as they only create stigma. At the end of the day, autism is autism. 

Here at Heart and Mind Psychological Assessments Australia, we strive to use affirming, person-centred language in all aspects of our practice and hope that you can join us.