People-first vs. identity-first language in neurodiverse settings

Some learners say, “I’m autistic.” Others might say, “I have autism.” Both are right, because both are personal. How we describe ourselves isn’t just semantics; it’s identity, advocacy, and self-expression all wrapped into a few powerful words.

Not sure when to use people-first or identity-first language? This guide breaks down what each means, why it matters, and how thoughtful word choices can foster more inclusive learning spaces. At Outschool, we offer supportive, interest-based classes created specifically for neurodiverse learners and spaces where different ways of thinking and learning are celebrated daily.

Understanding people-first and identity-first language

People-first language emphasizes the person before their diagnosis, or neurodivergence, emphasizing their humanity above all else. For example, you might say "a child with autism" or "a student who has ADHD."

Identity-first language takes a different approach by placing the identity or condition first, as in "autistic child" or "dyslexic student." Many neurodiverse individuals, particularly within the autistic community, prefer this language because they view their neurodivergence as an integral part of who they are rather than something separate from their identity.

This perspective reflects a growing movement in which people embrace their neurological differences as valuable aspects of human diversity. Many self-advocates prefer identity-first language because it honors their authentic selves without suggesting that their neurodivergence is something to overcome or minimize.

Why language choice matters for neurodiverse learners

Kids pick up on the way we talk about them. If your child says, “I’m autistic,” and you echo that, it tells them you get it. If they prefer, “I have autism,” using that shows the same respect. It’s not about getting the universal “right” label; it’s about honoring what’s right for each child so they feel heard.

This respectful approach signals to the entire learning community that every student's identity deserves recognition and celebration.

Community perspectives: Why preferences differ

Some people lean toward identity-first language, others toward people-first. A lot depends on their own experiences and how they see themselves. The easiest way to figure it out? Listen to how someone talks about themselves and follow their lead.

• Identity-first advocates see their differences as part of who they are: Many autistic people and other neurodivergent communities embrace terms like "autistic person" because they see their autism or ADHD as part of who they are, much like cultural or ethnic identities.
• People-first supporters emphasize shared humanity first: This approach uses phrases like "person with autism" to highlight the individual as a whole person, aiming to reduce the risk of someone being defined entirely by their diagnosis or condition.
• Different perspectives between communities and professionals: Studies show that most autistic adults prefer identity-first language, while professionals often favor people-first language, highlighting different viewpoints on the same issue.
• Language choices reflect broader movements toward acceptance: The shift toward identity-first language often aligns with efforts that celebrate cognitive differences as natural human variation rather than deficits.
• Individual voices matter most in this conversation: What works for one person may not work for another, even within the same family or community, making it important to ask people about their preferences rather than assuming what they might want.

Practical tips for using inclusive language

As a parent advocating for your neurodiverse learner, you want every interaction to affirm their identity and build their confidence. Here are concrete ways to support inclusive language that honors every learner's unique voice and experience.

• Open meaningful conversations about language preferences: Connect with learners and families about how they prefer to be described.
• Prioritize the learner's voice when adults disagree: When adults disagree about language preferences for a learner, respectfully ask the learner directly how they want to be described and honor their choice, even if it differs from parent or guardian wording.
• Model inclusive language consistently: Use preferred terminology in all communications, from IEP meetings to classroom discussions, and update materials like worksheets and announcements to reflect respectful language choices.
• Embrace evolving preferences: Language preferences can evolve over time, so check in periodically with learners and families, and be willing to adjust your approach as understanding grows.
• Create safe spaces for language discussions: Encourage open conversations about identity and language preferences at home, helping everyone in the family understand why respectful communication matters.
• Connect with neurodiversity communities: Follow advocacy groups and educational resources to stay informed about evolving language preferences and best practices for inclusive communication, and explore supportive learning environments designed for neurodiverse learners.

Frequently asked questions (FAQs) about inclusive language

Parents and teachers often have questions about navigating language choices respectfully and confidently. These common concerns can help you feel more prepared to support every learner with the language they prefer.

What if I make a mistake or use the 'wrong' language?

Mistakes happen, and they're part of learning. If someone corrects you, simply apologize, thank them for the guidance, and use their preferred language moving forward; no need for over-explaining.

Is there a universal 'right' way to refer to neurodiverse learners?

There's no one-size-fits-all approach because individual choices vary widely among people and communities. It’s best to ask openly about preferences, and honor those choices.

What if language approaches differ within the same family or classroom?

Open a gentle conversation acknowledging these differences, and focus on centering each learner's comfort and self-advocacy. You might say, "I want to make sure I'm using the language that feels right for you, can we talk about what works best?" This approach honors individual choice while building understanding.

What resources can help me learn more about inclusive communication?

Start with organizations led by neurodiverse individuals, such as the Autistic Self Advocacy Network, and explore educational materials from disability rights groups. Books, podcasts, and webinars by neurodiverse authors and advocates offer authentic perspectives that can deepen your understanding.

Next steps for inclusive education

Language shapes how neurodiverse learners see themselves and their place in the world. The words we choose can significantly impact self-esteem and identity formation. The most powerful step you can take is straightforward: listen to your learner, ask about their preferences, and honor their voice.

Creating a supportive learning environment for neurodiverse children goes beyond language; it requires finding spaces where different learning styles are celebrated. Outschool offers classes that embrace neurodiversity, specifically designed to support diverse learners and their unique strengths.