A new show on Netflix, Love on the Spectrum, has taken social media by storm as an intimate glimpse into the social and romantic lives of people on the autism spectrum. As viewers, we get insight into not only the struggles individuals with autism face, but also their unique strengths. However, concepts like neurodivergence are still prone to misrepresentation. They aren’t just tropes for higher ratings, but the experiences of real people.
In 2025, there is still a gap of understanding between neurodivergent and neurotypical individuals. In light of World Autism Month & World Autism Awareness Day, by seeking to understand neurodivergence, specifically autism, we can begin to better recognize, support, and empathize with people who have different neurological wiring than our own.
World Autism Month
World Autism Month is an important time to raise awareness about autism and promote a deeper understanding of those on the autism spectrum. It provides an opportunity to challenge stereotypes and break down misconceptions that often surround autism. Celebrating the month encourages acceptance, reminding us that neurodiversity should be embraced, not ignored.
Common Misconceptions
There are a few general misunderstandings of autism:
- Autism is on the spectrum, ranging from “high-functioning” to “low-functioning.” This simply means that some individuals with autism are more capable of taking care of themselves or engaging socially than others. The spectrum is entirely specific to the individual, not specifically high-functioning or specifically low-functioning, and not something to be generalized or assumed. This is why it remains essential to stay open-minded and non-judgemental. (“High-Functioning vs. Low-Functioning Autism,” 2023).
- Neurodivergence does not equate to a lesser intelligence. In many instances, it’s quite the opposite! Dr. Kai Syng Tan challenges the misconception that neurodivergence equals deficiency, emphasizing instead that conditions like ADHD and autism can fuel creativity, insight, and innovation. Individuals with autism are detail and goal oriented, showing excelled capabilities in art and arithmetic (Clark, 2022).
- Autism is not something to be cured. It is not an illness.
- Individuals with autism aren’t lesser people. They deserve mutual respect, opportunities, and fair treatment as any other individual would.
“I want people to see me for who I am, not just my autism. I can do a lot of things. I just need the chance.”
— Thomas, Season 1
Thomas & Ruth – Netflix, Love on the Spectrum
Social Cues and Awareness
As someone with a family member who has autism, one of the most noticeable differences between neurotypical people and those on the spectrum is the way social cues are understood and interpreted. Often individuals with autism struggle to pick up on subtle social signals we may find obvious. Looking away, for example, when wanting to end a conversation or switch topics, or quieting down when an authority figure stands at the front of the room, are both examples of small interactions that indicate a meaning that isn’t as obvious as one would think.
“I’m really sensitive. People don’t understand that. I’m just trying to be who I am, but sometimes I don’t understand what other people are thinking.”
— Mark, Season 1 🍿
This doesn’t mean that individuals with autism are particularly rude or uninterested, but that they may be distracted, anxious, or simply not know how to respond in a situation. While this may seem off-putting to some, it is important to show kindness and empathy instead of jumping to conclusions. The goal isn’t to baby them—they aren’t incapable. Instead, the goal is to be understanding and patient.
“I’m not great at understanding sarcasm, so I like people to be straight with me. That way I know exactly what they mean.”
— Nathan, Season 1 🍿
Moreover, sensory sensitivities are common in individuals with autism. They might find it difficult to be in a crowded area or to deal with louder noises, an attribute overlooked and mislabeled in social settings. These sensory overloads can be incredibly distressing and often lead to social withdrawal (“What is Sensory Overload?”, 2024). Understanding that these responses are not intentional, but rather a result of sensory overload, can help us offer a more supportive response when we recognize their distress. Offering a quiet space, checking in, or being mindful of noise levels can help make a significant difference in creating a space that is both socially conscious and comfortable.
“Autism is so much more than social communication. We have very sensitive nervous systems. Part of that is how we take in sensory information and stressors, and there are a lot of things we do to accommodate that.”
— Dr. Megan Anna Neff, Season 1 🍿
The best way to respond is how you would with an introverted friend: supportive, reassuring, and polite.
Jubilee (she/they), BA Psychology student, and familiar with working with individuals on the spectrum, shares insight on the social element of autism:
“There’s no one-size-fits-all guide for autism. The first thing should be to not make any assumptions, and if you have any doubts about how you should treat someone with autism you should ask them directly.”
Challenges in Higher Education
For individuals with autism, navigating higher education can pose significant challenges. Commuting to campus, communicating with advisors, and receiving proper support and help with assignments are all additional needs they may have. Proper support provided by the University can help reduce the stress of these challenges.
“People sometimes don’t realize that we have feelings too, just like everyone else. We just have to figure out a different way to show it.”
— Rachel, Season 1 🍿
It is becoming ever more crucial that universities take a proactive and holistic approach to supporting students with autism. There is a growing pressure on institutions of higher education to not only accommodate neurodiverse students, but to actively foster an inclusive environment where they can thrive. Establishing dedicated clubs or student organizations, for example, can provide a sense of belonging, peer support, and opportunities for advocacy.
“I think campuses could create a safe space on campus by offering a sensory friendly area (which I believe Richmond’s actually achieves by offering meeting rooms and having the library as a quiet zone) and just promoting inclusivity (which I also think Richmond does a good job with).” – Jubilee (she/they), BA Psychology
In addition, the availability of trained counselors and academic advisors who understand the unique needs of neurodiverse students is essential for ensuring they receive personalized guidance and emotional support. Offering direct support with exams, the same way Richmond’s Student Affairs support center does, is a great example of seeking out and making space for those who have additional needs.
“Richmond University’s motto is “unity in diversity.” We support all students to reach their full potential. Inclusion is about removing barriers and allowing all to have an equal opportunity to thrive.
…We take proactive steps to create an environment where students with autism feel supported, understood, and empowered. Students from Richmond who are autistic have a support plan in place with concessions like extra time in assessments, preferred seating in class, or short breaks in class to allow for refocus. As a university we also allow students to take a room in the Student Hub if they need a quite space and a place to study.
As a community we are patient, nonjudgemental, and aware that everyone experiences the world differently. We encourage students with autism to share their experience to teach new ways of thinking and educate others on misconceptions and stigmas surrounding autism.
The bigger picture of adapting the way we teach and communicate is creating a system that suits all learners. When we create environments where every mind is respected, we are empowering students to succeed.”
– Richmond Student Affairs & Alice Fillingham, Student Accessibility Officer
Equally important is the broader education of the student body and teaching faculty on neurodiversity and neurotypicality. Having an aware advisor isn’t enough. Educating others on the existence of neurotypicality, as well as incorporating such into relevant lessons, helps reduce stigmas, increase empathy, and create a campus culture that values different ways of thinking and learning.
Student Affairs Support Page, Richmond American University London
Collectively, these measures can significantly improve the higher education experience for autistic students, empowering them to reach their full potential both academically and socially.
How to Advocate
Advocacy can take many forms, from amplifying autistic voices and challenging harmful stereotypes to educating others and supporting inclusive policies. Misrepresentation of autism in media and popular culture has contributed to widespread misconceptions, which in turn can lead to bullying, isolation, and a lack of proper support for those on the spectrum. This makes advocacy not just important, but essential—it helps break down these barriers and replace misinformation with understanding.
Advocacy begins with awareness but finds its strength in action. By taking the time to learn, listen, and speak up, we can each play a role in reshaping the way society understands and supports autistic individuals. Whether it’s through small everyday choices—like stepping in when someone is being mistreated—or broader efforts to educate ourselves and others, these acts create a ripple effect of change. Real inclusion comes not only from understanding differences but from valuing them.
When we choose to advocate with kindness and accuracy, we contribute to a positive impact that uplifts autistic individuals and builds a world that values neurodiversity.
Ways one can advocate and be supportive:
- Speak up when you notice something isn’t right within a social interaction
- Educate yourself on the varying types of neurodivergence
- Report individuals who are taking advantage or agitating someone who seems uncomfortable, quiet, or frustrated
Learning to be inclusive and accepting of diverse needs should be the standard of behavior, both on campus and off.
If you’re looking to further understand the range of neurotypicality, explore some of the articles linked below, or stay tuned for my next article: ADHD in EDU
- https://www.medicalnewstoday.com/articles/what-does-neurotypical-mean#neurodivergent
- https://www.nhs.uk/conditions/autism/what-is-autism/
Work Cited:
Clark, Jane. “Neurodiversity and Creativity: Catalysing Change through Artful Agitation: A Conversation with Artist and Researcher Dr. Kai Syng Tan.” Beshara Magazine, Issue 21, 2022, https://besharamagazine.org/uncategorized/neurodiversity-and-creativity-kai-syng-tan/. Accessed: March 11, 2025.
“High-Functioning vs. Low-Functioning Autism.” The Treetop, 11 Aug. 2023, www.thetreetop.com/aba-therapy/high-vs-low-functioning-autism#:~:text=This%20means%20that%20individuals%20with,of%20social%20communication%20and%20interaction. Accessed: March 11, 2025.
Love on the Spectrum. (2022). Season 1. Netflix.
“What is Sensory Overload?” The Autism Service, 1 July 2024, www.theautismservice.co.uk/news/what-is-sensory-overload/. Accessed: March 11, 2025.
