Rethinking Knowledge

This chapter explores key neurodiversity-informed theories that offer new ways of understanding communication, cognition, and professional relationships within social work. It introduces and critically examines concepts such as the Double Empathy Problem, Monotropism, and related theories associated with attention, learning, and mental health, situating them within broader critical frameworks including Minority Stress and Neuroqueer theory. The chapter demonstrates how these theories challenge deficit-based interpretations of difference and expose the relational and systemic nature of misunderstanding, distress, and exclusion. By applying these frameworks to social work practice, supervision, and education, the chapter highlights how neuronormative assumptions shape expectations of competence, reflection, communication, and emotional expression. Readers are supported to consider how theory can illuminate everyday professional interactions and organisational practices that may unintentionally disadvantage neurodivergent practitioners and students. The chapter offers a conceptual toolkit for critically reflecting on professional norms and for developing more ethically aligned, relationally attuned, and neuroinclusive approaches across social work contexts, strengthening practice that is consistent with the profession&s;s values and commitments.