Disability-Mediated Offending vs Neurodivergent Offending: Towards Conceptual Clarity in Inclusive Criminal Justice
DOI:
https://doi.org/10.54536/ijcj.v2i1.7922Keywords:
Criminal Justice, Disability Criminology, Disability-Mediated Offending, Juvenile Delinquency, Neurodivergent Offending, NeurodiversityAbstract
There is an increasing representation of disabled and neurodivergent individuals within criminal justice systems. As a result, it has prompted greater scholarly attention to the relationship between disability, neurodevelopmental differences, and offending behavior. This paper examines and differentiates the emerging concepts of disability-mediated offending (DMO) and neurodivergent offending (NDO), arguing that although the terms are related, they are conceptually distinct and should not be used interchangeably. On the one hand, DMO is conceptualized as a broader framework that recognizes how disability-related vulnerabilities and disabling social contexts may shape pathways into offending. On the other hand, NDO refers more specifically to offending involving individuals with neurodevelopmental differences such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and learning disabilities (LD). Through hypothetical case illustrations, the paper demonstrates how communication difficulties, executive functioning challenges, trauma, exclusion, unmet support needs, emotional dysregulation, and systemic barriers may interact with environmental risk factors in justice involvement. The discussion further highlights the implications of DMO and NDO for juvenile delinquency, particularly the need for early identification, individualized support, diversionary interventions, and disability-responsive juvenile justice practices to reduce long-term criminalization risks among vulnerable youth. In addition, the paper emphasizes the importance of disability-responsive, neuro-affirmative, and trauma-informed criminal justice practices. Greater conceptual clarity may assist researchers, practitioners, and policymakers in developing more nuanced, rights-based, and rehabilitative approaches to assessment, intervention, and justice responses for disabled and neurodivergent populations.
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