Navigating a neurotypical society as a neurodivergent person can many times be challenging. Be it constantly underestimating how long tasks take and only finding the motivation to tackle them when the deadline is already breathing down your neck, needing a long, intensive recharge after social situations, or sitting with a folder full of unfinished projects that somehow feel impossible to return to, the unique way in which a neurodivergent brain works can sometimes make it very difficult to meet the demands of modern society – largely designed by and for neurotypical minds.
However, just as a neurodivergent individual will certainly face challenges that other people won't, they will also see things others can't, and in creative fields like music-making, these differences can translate into a powerful and distinctive artistic voice.
This article looks at some of the cognitive traits associated with neurodivergence and how they can show up as creative strengths in the music-making process.
Hyperfocus and monotropism
Unlike their neurotypical counterparts, when it comes to processing and engaging with information, autistic and ADHD individuals have a tendency to prioritise depth over breadth. In other words, rather than allocating attention across multiple subjects or being able to quickly switch between tasks, they tend to channel their cognitive resources deeply into a single subject or task. Researchers have given this tendency different names: in the context of autism, it is known as monotropism; in ADHD, it shows up as hyperfocus.
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Monotropism is a general theory about how autistic brains allocate attention. It describes a cognitive style, a unique way of processing information. The idea, developed by researchers Dinah Murray, Mike Lesser, and Wendy Lawson, is that autistic people tend to funnel their attention into a narrow range of interests at any given time, going very deep rather than spreading attention broadly. In the words of Murray, Lesser and Lawson, the concept of monotropism seeks to define the way in which “individuals on the autism spectrum tend to be either passionately interested or not interested at all”.
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Hyperfocus, on the other hand, describes the periods of deep and unwavering concentration on particular tasks that people with ADHD will often experience. These periods are unpredictable, and might cause individuals to lose track of time and become unaware of their surroundings and physiological needs (eating, drinking, going to the bathroom). Researcher Steve Ollington describes hyperfocus as a state of heightened productivity during which “ADHD individuals are capable of immense output, whether in work, creative projects, or hobbies”.
While not exactly the same, monotropism and hyperfocus give us some insight into how, when it comes to the things that interest them, neurodivergent individuals can manifest exceptional degrees of passion, dedication and attention to detail. In creative fields like music, this can mean achieving an extraordinary level of proficiency and arriving at completely original, out-of-the-box ideas: “By focusing on single tasks in-depth, they can make connections that are less obvious to those who adopt a more polytropic or multitasking approach”, says Steve Ollington.
Pattern recognition and verbal creativity
For many individuals with autism, music is not only a means of expression and a source of enjoyment, but also something deeper, fundamental to who they are and how their brain works.
Firstly, having a neurodivergent brain might be the key behind some musicians’ exceptional lyrical abilities. As recent studies suggest, even though autistic individuals many times struggle to comprehend metaphoric language, they also display a tendency towards heightened verbal creativity, and are able to produce a greater quantity of novel, creative metaphors than their neurotypical counterparts.
Secondly, according to Dr. Elisabeth Thurlow, for many people with ASD, music is “a deeply intuitive language, a place where communication flows freely”. There are different theories that seek to address the link between autism and musical aptitude, but most of them centre around the unique way in which their brains process information.
One possible explanation could be the heightened sensory processing of autistic individuals, which could contribute to an increased awareness of pitch, tone and rhythm, and, therefore, an enhanced musical aptitude.
Another explanation focuses on pattern recognition. Musical language is built upon repetitive patterns and structures, which can be appealing to individuals with ASD. “Music, with its structured rhythm and repetitive patterns, can create a sense of order that is comforting and accessible. For some autistic individuals, navigating social situations or interpreting social cues can be challenging and chaotic, while music offers a predictable, structured environment where they can feel in control and even excel”, says Dr. Thurlow.
In other words, many autistic brains seem to be “naturally wired” for music, which can lead to a very intimate emotional relationship with music-making, as well as provide the conditions for quick and intense learning.
Conclusions
None of this is to say that being neurodivergent in a creative industry is easy, but understanding your own cognitive profile might be the most useful thing a neurodivergent musician can do. Not to feel like you have to “fix yourself”, or “work around your brain”, but rather to work with it, to understand the ways in which it can make you a uniquely strong and capable musician.
Important note:
While we’ve focused here on the creative strengths that can come with autistic, ADHD and other neurodivergent brains, this doesn’t mean these experiences are superpowers for everyone, all the time. Many neurodivergent people also live with very real challenges, disabilities and access barriers, especially in a world that isn’t designed with them in mind. Our aim isn’t to gloss over that reality, but to push back against the idea that thinking differently only ever holds you back, and to highlight how the right support, accommodations and creative spaces can allow those strengths to shine.
Sources
Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Press.
Kasirer, A., & Mashal, N. (2014). Verbal creativity in autism: Comprehension and generation of metaphoric language in high-functioning autism spectrum disorder and typical development. Frontiers in Human Neuroscience, 8, 615. https://doi.org/10.3389/fnhum.2014.00615
Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. Autism, 9(2), 139–156. https://doi.org/10.1177/1362361305051398
Ollington, S. (2024, November 16). The parallels of monotropism and hyperfocus. ADHD Working. https://adhdworking.co.uk/adhd-traits/the-parallels-of-monotropism-and-hyperfocus/
Praslova, L. (2022). Neurodiversity and creativity: What we do well, and what organizations can do better. Specialisterne USA. https://us.specialisterne.com/neurodiversity-and-creativity-what-we-do-well-and-what-organizations-can-do-better/
Thurlow, E. (n.d.). The harmony within: Autism and musical aptitude. Brain Spectrum Neuropsychology. https://brainspectrumneuro.com/the-harmony-within-autism-and-musical-aptitude/