Understanding and Supporting Neurodivergence around the World

From England to Indonesia

How do you understand the term ‘neurodivergence’? You may be neurodivergent yourself, or know people who are neurodivergent.
This blog piece has been co-authored by a team based half in England, and half in Jakarta, Indonesia, as part of their current partnership on a research project funded by the International Science Partnerships Fund (ISPF) and British Council, to offer you a consideration of the differences and similarities between understanding and support for neurodivergent learners in England versus Jakarta.

_{Image taken from Pixabay: Taken by Alfariz27 – photography student, Indonesia Institute of the Arts}

What is neurodiversity?

Both Indonesia and the UK acknowledge neurodiversity as a concept that encompasses various neurological differences, such as autism, ADHD, and dyslexia. This perspective frames these conditions as natural variations in human cognition rather than deficiencies. In Indonesia, however, neurodiversity is classified under the broader category of disability, as outlined in regulations like the Ministry of Education Regulation No. 157/2014 and guidelines from the Ministry of Women, Empowerment, and Child Protection (UNICEF, 2020).

Despite this recognition, individuals with neurodivergent conditions in both countries still face stigma and misunderstanding. In Indonesia, misconceptions about conditions like autism contribute to negative stereotypes, while in the UK, greater awareness has not eliminated all prejudice. For instance, the National Autistic Society reports that approximately 700,000 autistic adults live in the UK, but only 15% are employed full-time, underscoring persistent challenges with acceptance and inclusion (The University of Edinburgh, 2024).

To further add, both the UK and Indonesia have understood neurodivergence in education to be an issue that needs to be addressed. As stated in the 1945 constitution and the In-Law Number 20 (Year 2003) concerning the National Education System, it is stated that every citizen, without exception, has the right to obtain quality education (Barida, Rofiah & Fitrianawati, 2020). In the UK, the NHS (National Health Service) works with Clinical Commissioning Groups, the Department of Education, the Department of Health and Social Care, and voluntary organisations (London Borough of Hounslow, 2024) for the SEND system. The SEND (Special Educational Needs and Disability) system acts as a support for children and young adults to assist with their educational needs (ADHD Foundation, 2024).

Public awareness in the UK versus Indonesia

There is a vast difference in the level of public awareness of neurodivergence in the UK compared to Indonesia. The UK created the Equality Act 2010 which prohibits discrimination against people with protected characteristics specified in Section 4 of the Act (Office for Disability Issues, 2016). Neurodivergence is classified as a disability in the UK. On the other hand, the introduction of autism only began in the last two decades and there is limited literature in that area of research. With the introduction of Law No. 8/16 on Persons with Disabilities, it had publicised the idea of neurodiversity and disabilities from a ‘social-based to human rights-based approach’ (International Labour Organisation, 2016).

The UK supports neurodiverse people through many methods, such as having the NHS collaborate with not only health-related groups and organizations but also the Department of Education (London Borough of Hounslow, 2024). Though the Indonesian government has also applied laws that benefit those with disabilities, the government mostly contributes through a legislative framework, while more NGOs and schools for children with special needs work on the front lines to help support neurodiverse individuals (Khikmah et al., 2024).

Being a religious and diverse country, Indonesia has encountered several problems when it comes to this diversity. With 87% of the country being Muslim, traditional Islamic values and concepts must be re-evaluated in order to accommodate the needs of neurodivergent people (Choudhury, 2024). The UK’s NHS has also created an equality, diversity and inclusion (EDI) improvement plan due to the cases of discrimination their disabled staff have experienced in the past. The 25% of disabled staff who experienced bullying in the workplace is proof that these improvement plans are necessary and that diversity issues are still prevalent.

To conclude, understanding what it means to be neurodivergent, and how we support people with neurodivergence, is still developing; the best we can do is make space to hear the voices of neurodivergent people and listen to their lived experiences. We must work together to support all learners in inclusive and safe spaces where difference is celebrated.

References:

_{ADHD Foundation. (2024, October 28). Latest government news on support for Neurodivergent Children and young people. Available at https://www.adhdfoundation.org.uk/2024/10/28/latest-government-news-on-support-for-neurodivergent-children-and-young-people/#:~:text=Key%20points%3A,support%20to%20those%20with%20diagnoses}

_{Barida, M., Rofiah, N.H. & Fitrianawati, M. 2020, “Acceptability of Students With Disabilities in Higher Education: Towards Inclusive Education at Universitas Ahmad Dahlan, Indonesia”, International Journal of Educational Research Review, vol. 5, no. 2, pp. 151–158.}

_{Choudhury, N. U. (2024). The Myth of a Normal Muslim:‘ Aql, Taklīf, and New Islamic Approaches to Neurodivergence. Journal of Critical Realism in SocioEconomics (JOCRISE), 3(01), 43–67.}

_{Hounslow Local Offer. (n.d.). What is neurodiversity? https://fsd.hounslow.gov.uk/SynergyWeb/local_offer/what_is_neurodiversity.aspx}

_{Khikmah, F., Santosa, Achadi Budi, & Sudarsono, B. (2024). Transformasi Pendidikan Vokasional di SLB Bina Anggita Yogyakarta: Sebagai Best Practice Kemandirian Kerja. Attractive: Innovative Education Journal, 6(2), 454–461.}

_{Office for Disability Issues 2016, Equality Act 2010 Guidance}

_{UNICEF (2023) “Empowering Every Child: Embracing Diversity and Inclusion for All: Landscape Analysis on Children with Disabilities in Indonesia.”}

_{The University of Edinburgh. (2024). Support for neurodiversity. Available at https://equality-diversity.ed.ac.uk/disabled-staff-support/neurodiversity-support#:~:text=Most%20people%20are%20neurotypical%2C%20meaning,learns%20and%20processes%20information%20differently}

Authors:
Poppy Gibson, Lecturer in Education, The Open University
Sarinova ​Simandjuntak (Associate Professor), Anglia Ruskin University
​Christianus I Wayan Eka Budiartha, Sampoerna University, Jakarta
Herdiana Hakim, Sampoerna University, Jakarta
Arkhadi Pustaka, Sampoerna University, Jakarta
Anak Agung Ngurah Perwira Redi, Sampoerna University, Jakarta
Ade Iva Murty, Lecturer in Psychology, Sampoerna University
Sarah Wall (Senior Lecturer) Anglia Ruskin University/(Practitioner Tutor) University of Birmingham
Saskara B’tari Chedana, Sampoerna University, Jakarta
Gabriele Teresa Budiarto, Sampoerna University, Jakarta
Elvina Binu, Anglia Ruskin University

The author

Poppy Gibson

Poppy currently leads the innovate Blended Accelerated BA Hons in Primary Education Studies at ARU (Anglia Ruskin University), Essex. Poppy is a senior lecturer in education, and recently graduated with merit on the Masters in Mental Health Science (MSc). Poppy is also a qualified Inside-Out Prison Educator. Poppy previously worked for 4 years as a Senior Lecturer in Primary Education, and Course Lead of the 2-year accelerated Primary Education degree, at the University of Greenwich, moving into Higher Education after over a decade working in London primary schools. Poppy’s primary research interests revolve around mental health and wellbeing, but Poppy also has a passion for edtech in helping students achieve.