Neurodivergence in Medical Education: Current Landscape and Inclusive Future for Pediatrics

Learners who are neurodivergent, including individuals with autism, attention-deficit/hyperactivity disorder, learning disabilities, and related cognitive variations, remain underrecognized and insufficiently supported within medical education. Despite increasing representation, training environments continue to privilege rigid cognitive norms rooted in ableist assumptions and the ideal-physician archetype, reinforcing conformity, endurance, and neurotypical professionalism. This article synthesizes emerging literature on neurodivergence in medical education, highlighting persistent structural gaps in policy implementation, learning environments, and faculty evaluation practices. It examines the consequences of structural ableism, including masking, burnout, mental health strain, and attrition among trainees who are neurodivergent. It further reviews growing physician-led advocacy, mentorship networks, and institutional shifts toward neuroinclusive practices. Pediatrics is uniquely positioned to lead transformation, given its grounding in developmental variability, family-centered care, and communication across cognitive differences. Embracing neurodiversity in pediatric training offers a pathway to more inclusive educational cultures, improved patient care, and a physician workforce that reflects the populations it serves.