Exploring Monotropism & The Double Empathy Theory

What is monotropism?

Monotropism is a neurodivergent-led theory developed by autistic researchers, including Dinah Murray, Wenn Lawson, and Mike Lesser. It suggests that differences in cognition between autistic and non-autistic people are largely explained by how attention is distributed.

• Monotropic thinking (common in autistic individuals): attention is intensely focused on a small number of things at once.
• Polytropic thinking (more common in non-autistic individuals): attention is spread across multiple inputs simultaneously.

A helpful analogy is:

• A monotropic mind is like a beam of light in a dark room, focusing deeply on one area.
• A polytropic mind is like a fully lit room, taking in many things at once.

How monotropism can help explain autistic experience

1. Autistic inertia

Autistic individuals may find it difficult to start, stop, or shift between tasks. If attention is strongly engaged in one area, moving away from it can feel cognitively demanding.

2. Sensory processing differences

Many autistic people experience heightened sensory awareness. Monotropism may help explain why sensory input can feel overwhelming, and attention becomes “locked onto” a single sensory channel. Stimming can therefore serve an important regulatory function, providing a controlled sensory focus to manage overwhelm.

3. Social communication differences

Social interaction often requires processing multiple streams of information simultaneously (language, tone, body language, context). For a monotropic thinker, this can be challenging, leading to missed cues or literal interpretations.

4. Special interests

Deep focus can lead to intense interest. Rather than being “restrictive”, these interests can be a source of joy, learning, and regulation, and can support engagement and wellbeing. The concept of flow describes a state in which individuals become fully absorbed in meaningful activity, often experiencing improved well-being and motivation.

Monotropism and ADHD

While research is still emerging, many people with ADHD identify strongly with aspects of monotropism. Possible connections include:

• Hyperfocus: intense attention on highly engaging tasks
• Mind wandering shifts in attention that may lead to missing other important tasks
• Inconsistent attention: periods of focus alternating with distraction
• Hyperactivity: potentially linked to sensory regulation, similar in function to stimming

ADHD is often misunderstood as a lack of attention. It is better understood as variability in attention regulation, often influenced by dopamine and interest-based motivation.

Double empathy challenges

The double empathy problem, developed by autistic researcher Damian Milton, challenges the idea that autistic people lack empathy. Instead, it proposes that: Difficulties in understanding arise bidirectionally between people with different neurotypes. In other words, communication challenges are not located solely within autistic individuals, but in the mismatch between different ways of experiencing and interpreting the world.

For example:

An autistic person may struggle to interpret subtle social cues from a non-autistic person. A non-autistic person may struggle to understand autistic communication styles or sensory needs. Both perspectives involve a gap in understanding.

Why this matters in practice

Understanding the double empathy problem helps shift thinking away from “fixing” autistic or ADHD individuals, and towards improving mutual understanding. It can also help explain:

• Autistic burnout: prolonged effort in navigating mismatched social environments
• Miscommunication: differing interpretations of tone, meaning, or intent
• Social exhaustion: the cognitive load of adapting to non-autistic expectations

It also highlights the importance of:

• Shared-interest social spaces
• Downtime and regulation opportunities
• Education for non-neurodivergent people

Applying this at home and in practice

Key approaches include:

• Valuing and incorporating special interests
• Using predictable routines and clear transitions
• Giving processing time and advance warnings for changes
• Reducing reliance on abstract or implied language where needed
• Using visual supports and clear communication
• Avoid abruptly forcing disengagement from a focused activity
• Supporting self-advocacy and identity understanding

Importantly, we are not aiming to change the child. We are aiming to adapt the environment and our communication to better meet their needs.

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