Wait, am I #neurodivergent?' Exploring TikTok's influence on neurodivergent self-understanding

Bibliographic Data

ID5904786
AuthorsCaitlyn Mcmillan (0009-0007-8492-1980, University of Canterbury, corresponding author)
Year2025
Volume197
Issue1
Pages121-136
Publication date2025-10-06
Open AccessYes
TypeARTICLE
VenueMedia International Australia (JOURNAL)
Journal identifiersISSN: 1329-878X • E-ISSN: 2200-467X
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1329878x251381388
OpenAlexW4414857241
LanguageEN
Citations received1
References cited41

TikTok is being utilised by its many users for learning, understanding and discovering a plethora of information and experiences. One of the more notable instances of this has been the uptick in neurodivergence content popularity - with attention deficit hyperactivity disorder content being one of the most popular topics on the platform. Using semi-structured interviews and focus groups with self-identified and formally diagnosed neurodivergent New Zealand-based TikTok users, this research provides some insight into the community making and identity affirming practices that take place on TikTok in lieu of community in the offline world. The participants don't use TikTok for self-diagnosis or identification, but use it for affirming their identity, finding a sense of community and learning about the experiences of other neurodivergent people - although they are nervous about neurodivergence misinformation on the platform. This misinformation can be detrimental to neurodivergent identity and acceptance, though this research urges there should be more consideration about whether lived experience sharing can be called or is misinformation. Neurodivergence content on TikTok breaks down some of the barriers to information about neurodivergence, which have typically only been accessible through medical professionals or resources. It lets neurodivergent people see diverse representations of neurodivergent lived experiences and provides them with positive, helpful representations that enable them to self-actualise and understand their identities. Instead of neurodivergent content being framed as health information, it should instead be understood as identity work and community formation. It's imperative to consider how we can foster community and identity affirming spaces for marginalised groups offline before regulating the spaces they make for themselves online

Focus group · Misinformation · Online and offline · Online community · Online identity · Popularity · Publishing · Child Development and Digital Technology · Educational Methods and Impacts · Impact of Technology on Adolescents