Autistic women in history

Introduction

In honour of International Women’s Day 2025, I wanted to shine a light on the women throughout history who may have been autistic—women whose brilliance, creativity, and resilience shaped the world. This article is a tribute to them, celebrating their contributions and exploring the ways autism may have influenced their lives and legacies. Such retrospective diagnoses are inherently speculative due to the lack of direct observation and modern diagnostic tools, nonetheless, it is inherently human to be curious.

Women with autism have faced unique challenges, both historically and today. Traditional gender roles often demanded strong interpersonal skills and conformity to social norms, which could be particularly challenging for autistic women ^[1]Behavioural and cognitive sex/gender differences in autism spectrum condition and typically developing males and females(Hull, Mandy, & Petrides, 2017). Many adapted by “camouflaging,” a strategy where autistics consciously or unconsciously mimic neurotypical behaviours to fit in and avoid being ostracized ^[2]The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder (Dean, Harwood, & Kasari, 2017). This societal pressure to conform may have concealed autism in historical women, making their neurodivergence harder to recognize. Recent studies have highlighted that autism presents differently in females and has been historically underdiagnosed, leading to a rising trend in adult women being diagnosed later in life ^[3]ex/gender differences and autism: setting the scene for future research (Lai et al., 2015; Gould & Ashton-Smith, 2011).

Many women throughout history have made significant contributions to literature, science, and philosophy. Their deep focus, innovative thinking, and unique perspectives have enriched various fields, suggesting that autistic traits have always played a vital role in shaping the world. Recognizing autistic traits in historical figures not only honours their legacy but also challenges outdated stereotypes about autism and gender, providing representation and validation for autistics today.

The Impact of gender roles on autistic women

Gender roles have profoundly influenced the recognition and interpretation of autistic traits, particularly in women. Historically, societal expectations dictated that women should be nurturing, socially adept, and emotionally expressive. Women who deviated from these norms—perhaps due to autistic traits such as social withdrawal or intense focus on specific interests—were often labeled as “witch”,  “eccentric” or “reclusive.” These behaviours were frequently dismissed or misunderstood, leading to under diagnosis or misdiagnosis ^[4]The Female Autism Phenotype and Camouflaging: a Narrative Review(Hull, Petrides, & Mandy, 2020).

Contemporary research indicates that autistic women are often misdiagnosed with conditions like borderline personality disorder or anxiety disorders, reflecting a longstanding bias in diagnostic practices ^[5]Sex differences in the timing of identification among children and adults with autism spectrum disorders (Begeer et al., 2013).  Many women engage in “masking” or “camouflaging” the conscious or unconscious suppression of autistic behaviors, such as stimming or avoiding eye contact, in order to appear more neurotypical (Hull, Petrides, & Mandy, 2020). While this adaptation may help autistic women navigate social settings, it comes at a significant cost, leading to increased rates of anxiety, depression, and exhaustion due to the continuous effort required to maintain this facade ^[6]What Is the Male-to-Female Ratio in Autism Spectrum Disorder? A Systematic Review and Meta-Analysis(Loomes, Hull, & Mandy, 2017).

This facade creates a less obvious presentation of autism, a term notably used in Is This Autism? by Donna Henderson, Sarah Wayland, and Jamell White (2023), but discussed in other contexts as well. While it may not have been widely established as a formal clinical term before their book, similar ideas have been explored under different labels in autism research and diagnostic literature. This lower recognition of autism in females has resulted in diagnostic criteria that have historically favoured male presentations of autism, contributing to the underrepresentation of autistic women in research and clinical practice.

The role of neurodivergent traits in literature, science, and social movements

Neurodivergent traits have shaped the course of history across literature, science, and social movements. Individuals with intense focus, unique perspectives, and unconventional thinking have often driven innovation and creativity. The meticulous attention to detail and deep immersion characteristic of some autistics can lead to groundbreaking work in scientific research or artistic endeavors ^[7]The extreme male brain theory of autism, (Baron-Cohen, 2002). Many historical literary figures who exhibited autistic traits—such as extreme social withdrawal, obsessive interests, and deep pattern recognition—produced highly influential works that remain relevant today. Their contributions highlight the importance of neurodiversity in intellectual and creative fields.

Additionally, it has been suggested that individuals who are highly intelligent or exceptionally creative should be screening for autism or Attention Deficit Hyperactivity Disorder (ADHD), as intelligence genes are strongly linked to autism, while creativity genes are more often associated with ADHD^[8]Creativity in ADHD: Goal-Directed Motivation and Domain Specificity (Boot et al., 2017)). Studies have identified specific genetic variations that contribute to both high intelligence and an increased risk of autism. For example, research involving the SHANK2 gene revealed that mutations in this gene, which play a role in synaptic function, can lead to hyperconnectivity between neurons. This hyperconnectivity is associated with both enhanced cognitive abilities and a higher susceptibility to autism ^[9] The Pattern Seekers: How Autism Drives Human Invention (Baron-Cohen, 2020). Furthermore, Simon Baron-Cohen’s empathizing-systemizing (E-S) theory posits that individuals with a strong drive to analyze or construct rule-based systems—a trait linked to high intelligence—may exhibit characteristics associated with autism^[10]The extreme male brain theory of autism, (Baron-Cohen, 2002).

Similarly, creativity has been associated with ADHD in multiple studies. A 2020 review by Hoogman et. al, found that creativity may be associated with ADHD symptoms, particularly divergent thinking and the quantity of creative achievements, but not necessarily with the disorder itself ^[11]Creative style and achievement in adults with attention-deficit/hyperactivity disorder (White & Shah, 2011). Individuals exhibiting subclinical ADHD symptoms or traits associated with the disorder tend to have diffuse attention, allowing rapid switching between aspects of a task, flexible associative memory, and impulsivity and may be less constrained by knowledge during creative generation—all of which can contribute to creative thinking ^[12]Thinking “outside the box”: Unconstrained creative generation in adults with attention deficit hyperactivity disorder (White, 2020). A study analyzing data from over 400,000 individuals found correlations between certain professions and genetic predispositions to neurodivergent or psychiatric conditions, including ADHD, suggesting that psychological traits such as ADHD could influence career choices, particularly in creative fields ^[13]Genetic correlates of social stratification in Great Britain (Abdellaoui et al., 2019).

Neurodivergents have significantly contributed to various fields, highlighting the importance of embracing cognitive diversity in our understanding of history and progress. As our awareness of autism continues to evolve, it is crucial to recognize and validate the experiences of autistics—both past and present—ensuring that their legacies are acknowledged and celebrated.

Historical figures who may have been autistic

Exploring the lives of historical figures through the lens of modern autism understanding is inherently speculative and has to remain conjectural, as contemporary diagnostic criteria did not exist during their lifetimes. However, examining certain traits and behaviours can offer insights into how neurodivergent characteristics may have influenced their work and personal lives. Arguing that historical figures may have exhibited traits consistent with AuDHD (Autism + ADHD) requires examining her known behaviours, lifestyle, and writing style through the lens of neurodivergence. While retrospective diagnoses are speculative, the following points provide a reasonable case for considering Dickinson as a historical figure who may have had traits of both autism and ADHD.

Emily Dickinson: A Legacy of Solitude, Innovation, and Immortal Verse (1830–1886)

Emily Dickinson, one of the most original and influential poets in American literature, lived a life of quiet intensity, producing nearly 1,800 poems, most of which remained unpublished during her lifetime. Writing from the seclusion of her home in Amherst, Massachusetts, she crafted poetry that defied the conventions of her era, using compressed language, striking imagery, and unconventional punctuation to explore themes of nature, death, love, and eternity.

Despite living in near-total reclusion, Dickinson maintained an extensive correspondence with friends, family, and fellow writers, engaging in deep intellectual and emotional exchanges. She was deeply attuned to the natural world, frequently drawing inspiration from the changing seasons, the cycles of life and decay, and the unseen forces that shape existence. Her work is marked by an intense curiosity about mortality, spirituality, and the limits of human knowledge, often presenting profound existential questions in just a few spare lines.

Although her genius was largely unrecognized during her lifetime, Dickinson’s posthumous impact on poetry has been immense. After her death, her family discovered her vast body of work, and her first collection was published in 1890. While early editors altered her poems to fit conventional poetic structures, later scholars restored her original style, recognizing her as a visionary who revolutionized poetic form. Today, her work continues to resonate, celebrated for its emotional depth, its enigmatic brilliance, and its ability to capture the fleeting yet eternal nature of human experience. Dickinson’s legacy endures, proving that even from the solitude of a single room, a mind can reach across time and transform the world. Her intense hyperfocus on writing, immersion in deep philosophical questions, and difficulty conforming to social expectations, combined with her simultaneous need for intellectual stimulation and isolation, suggest traits commonly associated with AuDHD, further reinforcing the idea that neurodivergence has played a role in shaping some of the most profound artistic minds in history.

1. Social withdrawal and intense special interests 

Dickinson lived an increasingly reclusive life, choosing to withdraw from social interactions, even with family and friends. She often communicated through letters rather than face-to-face conversations, a preference that could align with autism-related social difficulties.

Additionally, Dickinson exhibited an intense and singular focus on poetry, producing nearly 1,800 poems in her lifetime. Her deep immersion in writing, combined with an unconventional use of punctuation and structure, suggests a hyperfixation—commonly observed in autistics.

2. Rejection of social norms and unconventional thinking 

While many autistics follow rigid structures, Dickinson also displayed traits consistent with ADHD’s rejection of convention. Her poetry defied the formal structures of the time, utilizing unconventional punctuation (notably her use of dashes) and fragmented thoughts. This free-flowing, nonlinear writing style could indicate ADHD-related divergent thinking.

Moreover, ADHD is often associated with a strong desire for autonomy and resistance to societal norms. Dickinson resisted the expectations placed on women of her time, refusing traditional roles of marriage and social decorum. Instead, she pursued her passion obsessively, a characteristic of both ADHD hyperfocus and autism’s deep interests.

3. Sensory sensitivities and routine-oriented behaviour 

Autistics often have heightened sensory sensitivities and rely on routines for comfort. Dickinson’s preference for wearing only white, her avoidance of crowded social spaces, and her strict routines in daily life suggest sensory processing differences.

She also maintained rigid writing habits, crafting poetry late at night and keeping a highly structured environment within her home. Such behaviours reflect a need for predictability and control, often associated with autism.

4. Hyperactivity and mental restlessness 

While Dickinson was physically reclusive, her poetry reflects a mind that was constantly in motion. ADHD often presents as mental hyperactivity—racing thoughts, restlessness, and an inability to “slow down” internally. Many of her poems contain themes of urgency, movement, and an almost breathless rhythm, indicative of an ADHD-like cognitive style.

Additionally, her prolific writing output could be viewed as a manifestation of ADHD hyperfocus. Many ADHDers experience bursts of intense productivity, working for long hours on their passion projects, only to shift gears later. Dickinson’s poetry often emerged in sudden, prolific waves, suggesting a pattern of hyperfixation common in ADHD.

5. Emotional intensity and rejection sensitivity 

Many AuDHDers experience rejection sensitivity dysphoria (RSD)—an intense emotional reaction to perceived criticism or rejection. Dickinson’s letters and poetry frequently reflect deep emotional pain, a heightened sensitivity to social dynamics, and feelings of being misunderstood.

Her tendency to withdraw and limit social interactions may have been a coping mechanism for managing emotional overwhelm. The extreme intensity of her inner world, as seen in her poetry’s themes of death, isolation, and unfulfilled longing, aligns with the emotional regulation challenges often seen in AuDHDers.

While we can never definitively diagnose Emily Dickinson, her life and work contain striking parallels to what we now understand as AuDHD. Her deep and obsessive interests, unconventional thinking, sensory sensitivities, hyperfocus, social withdrawal, and emotional intensity all point to a neurodivergent cognitive profile.

Rather than viewing Dickinson’s behaviors as merely eccentric, recognizing her as a potentially neurodivergent historical figure allows us to appreciate her poetry through a new lens—one that acknowledges the powerful role that neurodivergent minds have played in shaping literature and culture.

Hildegard of Bingen: Visionary, Polymath, and Trailblazer of the Medieval World (1098–1179)

Hildegard of Bingen, a medieval abbess, composer, mystic, scientist, and visionary, was one of the most extraordinary figures of the 12th century. A true polymath, her contributions spanned multiple disciplines, making her a rare and influential figure in both religious and intellectual history. Her work continues to inspire scholars, musicians, and spiritual seekers. She was canonized as a saint in 2012 and declared a Doctor of the Church, one of only a few women to hold this title. Her impact on music, medicine, theology, and philosophy remains profound, solidifying her place as one of the greatest minds of the medieval world.

Hildegard of Bingen was a multifaceted medieval figure whose achievements encompassed theology, music, medicine, politics, and women’s education. She claimed to have experienced divine visions from a young age, later compiling them into detailed theological texts such as Scivias (“Know the Ways”), Liber Vitae Meritorum (“Book of Life’s Merits”), and Liber Divinorum Operum (“Book of Divine Works”), which explored themes of morality, cosmology, and divine order. In addition to her theological writings, she was an innovative composer, creating a vast collection of sacred music that was highly expressive and unconventional for her time, as seen in Symphonia armoniae celestium revelationum (“Symphony of the Harmony of Celestial Revelations”). Her compositions featured soaring melodies and unique harmonic structures, setting her apart from other medieval composers. Today, her music remains widely performed and admired.

Beyond her artistic pursuits, Hildegard was a pioneer in natural medicine and botany, writing extensively on the healing properties of plants, animals, and minerals in Physica and Causae et Curae. She was one of the first to connect physical and mental health, emphasizing a holistic approach that aligns with modern integrative medicine. As the abbess of the Benedictine monastery at Rupertsberg, Hildegard was a powerful religious and political leader, corresponding with popes, emperors, and bishops while also boldly challenging corruption within the Church.

She was also an early advocate for women’s education, ensuring that nuns had access to intellectual and artistic pursuits. She emphasized the divine feminine, describing God in maternal terms—an idea revolutionary for her time. Her legacy as a theologian, scientist, composer, and advocate for women continues to inspire scholars and spiritual seekers today. Her boundless curiosity, ability to hyperfocus on multiple disciplines, and visionary thinking—paired with her unwavering drive and defiance of societal norms—suggest traits often associated with AuDHD, further supporting the argument that neurodivergence has played a role in shaping some of history’s greatest minds.

1. Hyperfocus and special interests

Hildegard displayed an extraordinary capacity for deep intellectual and artistic focus, a hallmark of both autism (deep, specialized interests) and ADHD (hyperfixation).

• She was a polymath, deeply engaged in music, theology, medicine, botany, and mysticism—often immersing herself in one subject at a time with intense focus and obsessive dedication.
• Her ability to compose music, write theological texts, and create medical treatises simultaneously suggests a neurodivergent capacity for extreme intellectual engagement.
• Autistics often fixate on structured systems, and Hildegard’s work in classifying plants, illnesses, and theological concepts reflects a deeply systematic mind.
• Her hyperfixation on visions and divine messages led to a lifetime of writing and creative output, a characteristic often seen in AuDHDers who develop lifelong passions.

2. Unique sensory perception and mystical experiences

One of the most striking aspects of Hildegard’s life was her mystical visions, which she described as intense, multisensory experiences. Many historians have speculated about the nature of these visions, with theories ranging from migraines to epilepsy. However, they could also be interpreted as autistic sensory processing differences.

• Autistics often experience heightened sensory perception (hyperesthesia), leading to visual, auditory, and even synesthetic experiences. Hildegard described seeing intense lights, patterns, and symbolic imagery that deeply shaped her theology.
• She perceived sound, color, and spiritual presence differently than others, which may align with autistic hypersensitivity to sensory stimuli.
• She wrote that her visions did not come from external senses but from “the inner eye of the mind,” a statement that aligns with autistic differences in sensory integration and perception.

While neurological conditions such as migraine auras may explain some aspects of her visions, the way she structured her entire worldview around them, analyzed them with deep precision, and used them to construct a vast theological system suggests an autistic pattern-recognition ability and obsessive focus.

3. Nonlinear thinking and creative innovation

ADHDers often think in nonlinear, intuitive ways that allow for innovation and spontaneous connections between ideas. Hildegard exemplified this through:

• Revolutionary musical compositions that broke traditional medieval structures, showing ADHD-style spontaneous creativity.
• Unusual theological and scientific theories, combining religion with herbal medicine, natural philosophy, and mystical symbolism in ways that were highly unconventional for her time.
• Her ability to generate new ideas rapidly and challenge traditional ways of thinking aligns with ADHD’s fast-paced, divergent cognitive style.

Her music, in particular, reflects both autistic structure (highly organized compositions) and ADHD creativity (free-flowing, expressive, and emotive musical phrases).

4. Rejection of social norms and fierce independence

Autistics often reject arbitrary social conventions and prefer to follow internal logic. Hildegard defied many societal expectations for women in her time:

• She openly challenged male authority figures, including the Pope, by sending letters criticizing the corruption of the Church.
• She refused to conform to traditional female roles, instead creating her own intellectual and spiritual domain.
• She led an all-female religious community, taking on a leadership role when most women were expected to be subservient.

This intense independence and moral certainty are characteristic of autistic resistance to unjust or illogical social structures.

5. Emotional intensity and periods of burnout

Autistic and ADHDers both experience intense emotions, which can lead to periods of hyperproductivity followed by burnout—a pattern visible in Hildegard’s life.

• She had periods of extreme creative output, during which she wrote books, composed music, and engaged in political-religious discourse.
• At other times, she fell into extreme exhaustion and illness, potentially reflecting autistic burnout or ADHD-related energy fluctuations.
• She had strong emotional reactions to injustice and was known to write passionate letters denouncing corruption, a trait seen in AuDHDers who experience Rejection Sensitivity Dysphoria (RSD)—intense emotional responses to perceived injustice or criticism.

Her periods of deep emotional engagement, followed by physical exhaustion, suggest a neurodivergent pattern of energy regulation.

6. Rigid thinking and structured systems

Autistics often prefer strict logical structures, classification systems, and ordered thinking, which was evident in Hildegard’s work:

• Her medical texts were highly structured, systematically cataloging plants, animals, and remedies in ways that were unusual for the time.
• She developed a complex system of spiritual cosmology, which was highly logical yet deeply abstract—a characteristic often seen in autistic thinkers who construct elaborate internal systems.
• Her writing style was precise, detailed, and highly organized, aligning with the autistic preference for accuracy and structured thought.

Even her musical compositions followed precise mathematical ratios, reflecting an autistic affinity for structured, predictable patterns.

Hildegard of Bingen’s deep intellectual focus, visionary sensory experiences, structured thinking, rejection of social norms, emotional intensity, and nonlinear creativity strongly suggest an AuDHD cognitive profile.

Her autistic traits include intense special interests, sensory sensitivities, structured pattern-based thinking, and social nonconformity.
Her ADHD traits include rapid idea generation, creative spontaneity, emotional intensity, and fluctuating energy levels.

Rather than dismissing Hildegard’s visionary experiences, unconventional thinking, and relentless intellectual curiosity as mere historical quirks, viewing her through a neurodivergent lens allows us to appreciate how autism and ADHD may have shaped one of history’s most brilliant minds.

Emily Brontë: A Reclusive Genius and the Haunting Voice of Wuthering Heights (1818–1848)

Emily Brontë, best known for her novel Wuthering Heights, led a reclusive and highly unconventional life, marked by intense creativity, deep intellectual focus, and social withdrawal. Raised in the remote Yorkshire moors, she found solace in the vast, untamed landscapes that would later serve as the backdrop for her only novel. Unlike her more socially engaged sisters, Charlotte and Anne, Emily preferred solitude, dedicating herself to writing, nature, and the imaginary worlds she created with her siblings.

Her poetry, published under the pseudonym “Ellis Bell,” was fiercely passionate and mystical, often exploring themes of love, death, nature, and the supernatural with an emotional intensity that set her apart from many of her Victorian contemporaries. However, it was Wuthering Heights (1847) that cemented her literary legacy. The novel’s raw exploration of obsession, revenge, and the destructive power of love defied the moral expectations of its time, unsettling critics and readers alike. Its nonlinear structure, psychologically complex characters, and gothic atmosphere have since made it one of the most celebrated works in English literature.

Despite the novel’s later acclaim, Emily Brontë did not live to see its enduring impact. She died of tuberculosis at just 30 years old, refusing medical intervention and maintaining her fierce independence to the end. Her legacy, however, continues to thrive—her singular vision, poetic prose, and deep understanding of human nature have ensured Wuthering Heights remains a masterpiece, revered for its haunting beauty and emotional depth. Her intense immersion in fictional worlds, preference for solitude, and ability to channel deep emotions into her writing—alongside her potential impulsivity and defiance of societal expectations—suggest characteristics often associated with AuDHD, reinforcing the idea that neurodivergence has played a role in shaping some of history’s most powerful literary voices.

1. Reclusive nature and social challenges

Brontë was known for her extreme introversion and preference for solitude. Unlike her sisters Charlotte and Anne, she avoided social gatherings and was described as deeply uncomfortable in structured social environments. When she briefly worked as a teacher, she found the experience unbearable and returned home, unable to cope with the rigid social demands of the role.

Many autistics struggle with the social expectations of conventional work and social life. Brontë’s retreat into Haworth Parsonage, where she lived in isolation with her siblings and preferred the company of animals over people, is characteristic of autistic withdrawal from overwhelming social environments.

2. Deep, specialized interests and hyperfocus

Autistics often develop intense, narrow interests, while ADHDers experience hyperfixation—a deep, often obsessive focus on specific passions. Brontë displayed both.

She and her siblings created an elaborate imaginary world, Gondal, which she obsessively developed into adulthood. Her writings in this world were private, intensely detailed, and completely immersive, much like the special interests seen in autistics. Similarly, ADHD hyperfocus is evident in her ability to sustain long writing sessions, crafting deeply intricate narratives.

Her novel Wuthering Heights is a prime example of this cognitive intensity—its nontraditional structure, shifting perspectives, and emotionally charged storytelling reflect both an autistic preference for deep analysis and ADHD-driven creative spontaneity.

3. Sensory sensitivities and routine-oriented behavior

Emily Brontë had strong attachments to specific environments and routines, another hallmark of autism. She rarely left the moors surrounding her home, finding comfort in nature and solitude. She followed strict daily habits, such as long solitary walks and writing in isolation, displaying the rigid routines commonly seen in autistics.

Sensory sensitivities also played a role in her avoidance of certain environments. Some reports suggest she had a strong preference for silence and disliked the presence of strangers, a trait consistent with sensory processing sensitivities in autism.

4. Unconventional thinking and nonlinear creativity

While autistics often thrive in structured, rule-based thinking, ADHD minds excel in nonlinear, intuitive creativity—a hallmark of Brontë’s writing. Wuthering Heights is known for its unusual storytelling structure, blending shifting timelines, unreliable narrators, and emotionally explosive characters. This nonconformity aligns with ADHD’s rejection of rigid structures and preference for novelty.

Additionally, Brontë’s spontaneous and vivid imagination—her ability to create an emotionally charged, psychologically complex novel—suggests an ADHD-driven intuitive and hypercreative mind.

5. Emotional intensity and rejection sensitivity

Both autism and ADHD contribute to heightened emotional intensity and rejection sensitivity. Brontë’s writing is filled with extreme emotions—passionate love, violent rage, deep despair—all hallmarks of dysregulated emotions often seen in AuDHDers.

She also displayed rigid moral views and a strong sense of justice, common in autistics. Her deep attachment to her family and home, combined with an intense sense of independence, suggests difficulty in navigating social relationships and emotional boundaries.

Emily Brontë’s extreme introversion, deep special interests, sensory sensitivities, unconventional creativity, and emotional intensity strongly suggest an AuDHD cognitive profile. Her withdrawn lifestyle aligns with autism, while her nonlinear thinking, intense creativity, and emotional depth align with ADHD. Recognizing Brontë as a potentially neurodivergent historical figure provides a new lens through which to understand her literary genius, highlighting the ways in which autism and ADHD can shape profound artistic expression.

Sophie Germain: Breaking Barriers in Mathematics and Physics (1776–1831)

Sophie Germain, a pioneering mathematician and physicist, made significant contributions to number theory and elasticity theory, despite the immense barriers faced by women in mathematics during her time. Born in 1776 in France, she developed a passion for mathematics at a young age, teaching herself from books in her father’s library. Denied formal education due to her gender, she adopted the male pseudonym “Monsieur LeBlanc” to correspond with leading mathematicians, including Carl Friedrich Gauss, who later recognized and praised her genius.

Germain’s work in number theory laid the foundation for key advancements in Fermat’s Last Theorem, and her research in elasticity theory won the grand prize from the Paris Academy of Sciences—making her the first woman to receive such an honor. Her groundbreaking studies in vibrations, stress, and elasticity influenced later developments in engineering and physics.

Despite societal obstacles, Germain persevered, proving that intellectual determination could transcend gender restrictions. Her legacy remains one of resilience, brilliance, and pioneering achievement, inspiring future generations of women in STEM fields. Today, she is remembered as one of the great mathematical minds of the 18th and 19th centuries, a trailblazer whose work continues to shape modern mathematics and physics. Her intense drive, ability to hyperfocus on complex problems, and persistence in the face of systemic exclusion—along with her unconventional approach to learning—suggest characteristics often associated with AuDHD, further reinforcing the idea that neurodivergence has played a role in shaping some of the world’s most groundbreaking scientific discoveries.

1. Intense, specialized interests and hyperfocus

Both autistic and ADHDers often exhibit intense, singular interests, sometimes referred to as special interests (ASD) or hyperfixation (ADHD). Germain’s obsession with mathematics exemplifies this.

• As a young girl, she became fascinated with mathematics after reading about the death of Archimedes, whose intellectual dedication inspired her.
• She taught herself Greek and Latin to read mathematical texts that were unavailable to her as a woman.
• She worked obsessively on mathematical problems, often at night and in secret, even when her parents tried to prevent her from studying.
• Despite the lack of formal education opportunities for women, she persisted in her self-study for years, showing autistic-level dedication to her subject.
• She corresponded with famous mathematicians under a male pseudonym (M. LeBlanc), demonstrating intense commitment to engaging in mathematical discourse despite societal barriers.

Her deep, lifelong engagement with mathematics, even in isolation, strongly suggests autistic hyperfocus and ADHD-driven passion for intellectually stimulating challenges.

2. Rejection of social norms and nonconformity

Many autistics reject arbitrary societal expectations and prefer logical, structured thinking over social conventions. Germain’s insistence on studying mathematics despite gender restrictions demonstrates this.

• In the late 18th and early 19th centuries, women were discouraged from studying mathematics, yet she ignored these expectations entirely, following her intellectual interests rather than societal norms.
• She corresponded with leading mathematicians like Carl Friedrich Gauss, adopting a direct and intellectually rigorous communication style rather than engaging in the expected social formalities of her time.
• Unlike many women of her era, she never married, choosing instead to dedicate her life entirely to mathematics, showing autistic-like resistance to expected social roles.

Her determination to engage in intellectual pursuits despite societal disapproval aligns with autistic nonconformity and ADHD-driven defiance of arbitrary rules.

3. Nonlinear thinking and innovative problem-solving

ADHDers often exhibit creative, out-of-the-box thinking and intuitive problem-solving abilities. Germain’s breakthroughs in mathematics suggest this cognitive style.

• She played a key role in Number Theory, working on Fermat’s Last Theorem before it was proven centuries later, displaying highly creative mathematical reasoning.
• Her work in elasticity theory involved breaking new ground in physics, suggesting a nonlinear approach to problem-solving.
• She persisted in finding solutions to problems that others had abandoned, showing ADHD’s tendency to hyperfocus on intellectually stimulating challenges.

Her ability to make unconventional connections between mathematical ideas aligns with ADHD’s pattern of rapid idea generation and intuitive leaps.

4. Resistance to authority and rigid logical thinking

Autistics often value logic over hierarchy or tradition, while ADHDers may challenge authority and resist unjustified rules. Germain’s academic career exemplifies both tendencies.

• She defied her parents’ attempts to stop her from studying, sneaking out of bed to continue her mathematical work at night.
• She challenged the intellectual status quo, persisting in her research despite being dismissed or ignored by male mathematicians.
• When Gauss discovered that she was a woman, he was shocked by her level of intellect, reinforcing the idea that her refusal to conform to gender roles was seen as radical at the time.

Her insistence on intellectual integrity and resistance to social hierarchies aligns with autistic logical rigidity and ADHD defiance of authority.

5. Emotional intensity and sensitivity to criticism

Both autism and ADHD contribute to heightened emotional sensitivity and rejection sensitivity dysphoria (RSD)—an extreme emotional reaction to criticism or perceived rejection.

• Despite her intellectual accomplishments, Germain was frequently overlooked and dismissed by male mathematicians.
• When she finally received recognition, it was limited compared to her male peers, which she found emotionally distressing.
• Her perseverance despite societal opposition suggests deep emotional resilience, a characteristic of many AuDHDers who experience social and academic struggles.

Her passionate persistence despite setbacks and emotional response to intellectual rejection suggest both autistic emotional depth and ADHD rejection sensitivity.

6. Strict routines and highly structured thinking

Many autistics prefer highly structured environments and develop rigid routines around their interests. Germain’s mathematical discipline and work ethic reflect this.

• She followed strict study habits, devoting most of her time to solving mathematical problems.
• She preferred the predictability and structure of mathematical logic, which aligns with autistic preferences for systematized thinking.
• Unlike many ADHDers who struggle with routine, her ability to maintain strict intellectual discipline suggests an overlap with autism’s preference for structured focus.

Her ability to focus intensely on complex problems for years suggests autistic perseverance and ADHD hyperfixation.

Sophie Germain’s intellectual obsession, rejection of societal norms, nonlinear thinking, emotional intensity, and structured routines strongly suggest an AuDHD cognitive profile.

Her autistic traits include deep, specialized interests, social nonconformity, structured thinking, and rejection of arbitrary societal rules.
Her ADHD traits include creative problem-solving, hyperfixation, resistance to authority, and emotional intensity.

Rather than viewing Germain’s intellectual persistence and social struggles as mere personality quirks, viewing her through an AuDHD lens offers a new perspective on how autism and ADHD may have contributed to her groundbreaking contributions to mathematics and physics.

Jane Austen: The Sharp Wit and Social Critique Behind Timeless Literature (1775–1817)

Jane Austen, one of the most celebrated novelists in English literature, crafted some of the most enduring works of the 19th century, offering sharp social commentary and keen psychological insight. Born in 1775, she grew up in a household that valued education and literature, developing a love for storytelling at an early age. Despite limited formal schooling, Austen honed her craft through extensive reading and private study, eventually producing six novels that would redefine the literary landscape.

Her works, including Pride and Prejudice, Sense and Sensibility, and Emma, are distinguished by their witty dialogue, complex character development, and incisive critique of social conventions, particularly those surrounding class, gender, and marriage. Austen’s sharp observational skills allowed her to capture the nuances of human behavior with remarkable precision, exposing the constraints placed on women in a society where marriage was often their only means of financial security.

Though her novels were published anonymously during her lifetime, Austen gained a devoted readership, and her influence only grew after her death in 1817. Today, she is recognized as a literary pioneer whose work remains deeply relevant, inspiring countless adaptations and continuing to captivate audiences with its humor, intelligence, and timeless exploration of human relationships. Her deep focus on intricate social dynamics, ability to recognize patterns in human behavior, and keen wit—alongside her resistance to societal expectations and highly structured approach to storytelling—suggest traits commonly associated with AuDHD, reinforcing the idea that neurodivergence has played a role in shaping some of the world’s most brilliant literary minds.

1. Social observation and rejection of conventions

Austen’s novels reflect an intense awareness of social dynamics, but rather than fully embracing them, she often satirized societal norms, indicating an outsider’s perspective. Many autistics have a keen analytical ability when it comes to social interactions, yet struggle with full immersion in expected social behaviours.

She never married, despite writing extensively about romance, suggesting she was more of an observer than a participant in conventional social relationships. Austen’s preference for small, familiar social circles and her documented preference for solitude also align with autistic traits.

Additionally, her letters and novels show evidence of literal thinking, dry humour, and a direct communication style, all of which are associated with autism.

2. Hyperfocus and repetitive interests

Autistics often develop deep, repetitive interests, while ADHDers experience hyperfixation—an intense but sometimes shifting focus on specific passions. Austen’s obsession with writing and storytelling fits both.

She was an extremely disciplined writer, revising her novels multiple times and maintaining a strict dedication to her craft. Her attention to patterns in human behaviour, repeated themes in her work, and precise structuring of her novels reflect an autistic affinity for order and detail.

Meanwhile, her ability to write witty, rapid dialogue suggests an ADHD-driven quick-thinking mind. Her narratives balance meticulous structure with the fluidity of an ADHD-like stream of ideas.

3. Rule-based thinking vs. impulsive humour

Austen’s writing is known for its well-structured, logical plotting, which aligns with autistic rule-based thinking. She meticulously crafted social critiques, carefully dissecting class dynamics, gender roles, and human folly.

However, her humour often broke conventions—her characters spoke with unexpected wit, and her narratives sometimes subverted expectations. This mixture of structured thinking (autistic) and impulsive creativity (ADHD) is characteristic of an AuDHD mind.

Her novel Northanger Abbey mocks gothic fiction tropes, demonstrating both a deep understanding of literary structures (autistic pattern recognition) and the playful impulsivity of ADHD creativity.

4. Routine-oriented lifestyle and sensory sensitivities

Austen lived a highly structured life, preferring a consistent routine at her family home in Chawton. Autistics often thrive in predictable environments and become overwhelmed by disruptions or major life changes.

When she had to move from Steventon to Bath, it deeply upset her and disrupted her writing, a reaction commonly seen in autistics struggling with environmental change.

Additionally, Austen had strong attachments to certain places and people, a common autistic trait. She seemed hypersensitive to social pressure, preferring to observe rather than fully engage with high-society life.

5. Fast-paced thought and rejection sensitivity

Austen’s quick-witted dialogue and biting humour suggest a fast-processing mind, often seen in ADHDers. She engaged in sharp verbal exchanges in her letters and wrote characters who reflected this same cognitive agility (e.g., Elizabeth Bennet in Pride and Prejudice).

Additionally, ADHD is often linked to Rejection Sensitivity Dysphoria (RSD)—an extreme emotional response to criticism or perceived rejection. Austen’s unpublished work and personal letters suggest she was deeply sensitive to how her writing was received. The playful yet defensive tone in her letters indicates an underlying emotional intensity, common in ADHDers.

Jane Austen’s intense social analysis, strict routines, deep special interests, fast-paced humor, and rejection of societal norms suggest an AuDHD cognitive profile. Her structured yet witty writing combines autistic precision with ADHD-driven creativity, making her a likely example of a historical figure who exhibited traits of both conditions.

Rather than viewing her social reclusiveness, humour, and literary obsession as mere personality quirks, considering Austen through the lens of AuDHD provides a new perspective on the neurodivergent traits that may have shaped her literary genius.

Ōi Katsushika: The Hidden Genius Behind Edo’s Ukiyo-e Art (1800–1866)

Ōi Katsushika, also known as Eijo, was a gifted ukiyo-e artist whose remarkable talent was often overshadowed by her father, the legendary Katsushika Hokusai. Despite the constraints placed on women in the Edo period, she pursued a life devoted to art, demonstrating intense focus, unconventional thinking, and a rejection of societal norms.

Ōi was instrumental in assisting Hokusai in his later years, refining his techniques and contributing to some of his greatest works. Her mastery of composition, color, and delicate portraiture is evident in her surviving prints, such as Women Preparing Silkworms and other pieces showcasing her intricate brushwork and keen eye for detail. However, due to the deeply ingrained gender biases of her time, much of her work was either uncredited or absorbed into her father’s legacy.

Beyond her artistic prowess, Ōi defied traditional gender roles by embracing an unconventional lifestyle, remaining unmarried, and choosing to dedicate herself entirely to her craft. She was known for her outspoken nature, intelligence, and independence, traits that set her apart in a society that expected women to be subservient. Though largely unrecognized during her lifetime, modern scholars have begun to rediscover her contributions, acknowledging her as a trailblazing artist whose influence extended far beyond the shadow of her father. Today, Ōi Katsushika is celebrated not only as an assistant to Hokusai but as a visionary ukiyo-e artist in her own right.

Today, Ōi Katsushika is celebrated not only as an assistant to Hokusai but as a visionary ukiyo-e artist in her own right. Her intense hyperfocus, deep immersion in creative work, and nonconformity—combined with her outspoken personality and possible impulsivity—suggest traits commonly associated with AuDHD, further reinforcing the argument that neurodivergence may have played a role in shaping the lives and legacies of historical figures like her.

1. Special interest in art and hyperfocus

Both autistic and ADHDers often exhibit intense, lifelong fixations on specific subjects, either as autistic special interests or ADHD hyperfixations. Ōi’s obsession with art aligns with both.

• She dedicated her life to painting, much like her father, displaying single-minded artistic focus—a hallmark of autism’s deep special interests.
• Unlike many women of her time, she completely rejected traditional female roles, choosing instead to pursue painting with an obsessive intensity—suggesting an ADHD hyperfixation as well.
• Her ability to render fine details with exceptional precision in ukiyo-e works suggests autistic pattern recognition and focus on visual structure.

Her unwavering commitment to art, despite societal and financial hardships, suggests an AuDHD-like drive to pursue passion over practicality.

2. Rejection of social norms and nonconformity

Autistics often struggle with or reject social norms if they find them illogical or unimportant. Ōi defied societal expectations for women in 19th-century Japan.

• She never married after divorcing her husband, instead choosing to live with and assist her father, Hokusai, in his artistic work—a highly unconventional choice for a woman of her era.
• She rejected traditional femininity, reportedly mocking other women for their obsession with beauty and expressing frustration at gender expectations—suggesting autistic bluntness and a resistance to arbitrary social roles.
• Autistics often have strong moral convictions and dislike inauthenticity, which may explain why she critiqued the shallow vanity she observed in society.

Her indifference to societal norms and commitment to intellectual and artistic pursuits over marriage or social expectations align strongly with autistic nonconformity.

3. Spontaneous creativity and artistic innovation

ADHDers often think in nonlinear ways, making unexpected connections and approaching creativity with fluid, spontaneous thinking.

• Unlike her father, who was known for fast, impulsive sketching, Ōi was meticulous and precise in her painting, suggesting autistic attention to detail combined with ADHD-driven creative energy.
• Her use of light, color, and composition was experimental, showing a willingness to innovate and break from tradition—a hallmark of ADHD artistic creativity.
• She was known to spend hours hyperfocused on painting, often neglecting other tasks, indicating a pattern of deep immersion and ADHD hyperfixation.

Her ability to blend structured techniques with fluid creativity aligns with an AuDHD mind that balances intense focus with artistic spontaneity.

4. Sensory sensitivities and environmental attachment

Many autistics have strong sensory preferences or sensitivities, which influence their lifestyle and artistic choices.

• Ōi reportedly preferred dimly lit environments, suggesting light sensitivity, a common autistic trait.
• She was highly attuned to visual details, evident in her precise depictions of shading, facial expressions, and natural elements, suggesting a heightened sensory perception common in autism.
• She stayed deeply attached to her father’s workspace, reluctant to leave his side, which may indicate autistic attachment to familiar routines and environments.

Her strong sensory focus and attachment to a specific working environment suggest autistic traits related to sensory sensitivity and preference for routine.

5. Emotional intensity and resistance to authority

Both autism and ADHD contribute to heightened emotional sensitivity and difficulty conforming to authority.

• Ōi was known to have a strong personality, often clashing with others over artistic standards.
• She had a reputation for being opinionated and blunt, characteristics often seen in autistics who prefer direct communication.
• Like many ADHDers, she may have struggled with rigid hierarchies and social authority, preferring to focus on her work rather than navigate social politics.

Her outspoken nature, emotional intensity, and rejection of traditional roles align with both ADHD defiance and autistic directness.

6. Preference for structure and order in art

While ADHDers often jump between ideas, autistics crave structure and repetition—and Ōi exhibited both traits in her work.

• Her precise, detailed approach to painting reflects an autistic need for order and control.
• She had an incredibly structured work ethic, painting for long hours, a trait seen in both autism (deep focus) and ADHD (hyperfixation).
• While her father was known for his chaotic lifestyle, Ōi’s more disciplined approach to composition suggests an autistic preference for structured creativity.

Her ability to maintain intense artistic focus while applying strict compositional structures suggests autistic-level precision combined with ADHD’s passionate creativity.

Rather than viewing her defiance of social roles, emotional bluntness, and intense artistic focus as mere personality quirks, viewing her through a neurodivergent lens allows us to appreciate how autism and ADHD may have influenced her unique contributions to the art world.

Virginia Woolf: A Literary Revolutionary and Modernist Visionary (1882–1941)

Virginia Woolf, one of the most influential modernist writers of the 20th century, transformed literature with her experimental narrative techniques, psychological depth, and lyrical prose. Born in 1882 into an intellectual family, she was immersed in literature from a young age, developing a deep sensitivity to language, rhythm, and human psychology. Despite struggling with mental health issues throughout her life, she produced some of the most groundbreaking literary works of her time, including Mrs. Dalloway, To the Lighthouse, and Orlando.

A pioneer of stream-of-consciousness writing, Woolf captured the inner thoughts and sensory experiences of her characters in ways that defied traditional storytelling. Her work explored time, memory, identity, and gender roles, offering an intimate and often fragmented look at the human experience. She was also an outspoken advocate for women’s intellectual freedom, famously articulating the need for women to have both financial independence and personal space in A Room of One’s Own.

Woolf’s literary genius was deeply intertwined with her introspective nature, sensory sensitivities, and profound emotional depth. Her ability to perceive and convey the subtleties of human consciousness continues to influence literature, psychology, and feminist thought. Though she battled severe depression throughout her life, her deep introspection, heightened sensitivity to emotions and environments, and unconventional approach to storytelling suggest characteristics that align with AuDHD traits, supporting the argument that Woolf may have exhibited neurodivergence.

1. Introspective isolation and social difficulties

Woolf was deeply introspective and often withdrew from social interactions. While she was intellectually engaged and part of the Bloomsbury Group, she struggled with the emotional complexities of social relationships and often expressed frustration at the expectations of social life.

She described feelings of being an outsider and was highly attuned to subtle emotional and sensory experiences, common among autistics. Unlike many of her peers, she preferred long solitary walks and deeply immersive intellectual pursuits rather than engaging in traditional social activities.

2. Hyperfocus and obsessive interests in literature

Woolf exhibited intensely focused interests (autism), with ADHD hyperfixation in her literary life.

She was obsessively devoted to writing, producing experimental, intricate narratives that broke conventional storytelling structures. Her stream-of-consciousness technique, particularly in Mrs. Dalloway and To the Lighthouse, mirrors an AuDHD mind’s rapid associative thinking and nonlinear storytelling.

Her intense interest in words, meaning, and psychological depth aligns with autism’s pattern-recognition and deep analysis tendencies, while her fluid, ever-shifting narrative voice reflects ADHD’s impulsive creativity.

3. Sensory sensitivities and overwhelm

Virginia Woolf frequently described heightened sensory perceptions, particularly in relation to light, sound, and emotions. She was hypersensitive to noise, often escaping to quiet retreats, such as her country home in Sussex.

She also experienced extreme emotional and sensory highs and lows, suggesting autistic sensory processing difficulties. Her breakdowns, often triggered by external stressors or disruptions in routine, align with autistic sensory overload and ADHD emotional dysregulation.

4. Nonlinear, intuitive thinking and writing

ADHDers often struggle with linear thought patterns and instead engage in intuitive, abstract thinking—traits evident in Woolf’s writing. Her works lack traditional plot structures, instead flowing spontaneously between thoughts, emotions, and memories, much like an ADHD mind’s fast-moving thought process.

Her sudden bursts of creative energy, followed by periods of mental exhaustion, mirror ADHD’s “all or nothing” productivity cycles.

Her use of long, meandering sentences and tangential thoughts mirrors ADHD’s thought loops, where a single idea can branch into multiple, unexpected directions.

5. Emotional sensitivity and rejection sensitivity dysphoria

Both autism and ADHD contribute to heightened emotional sensitivity and rejection sensitivity dysphoria (RSD)—a deep emotional response to criticism or perceived rejection.

Woolf struggled with extreme emotional fluctuations and described feeling overwhelmed by strong emotions, a common trait in both autistic and ADHDers. Her fear of failure and intense perfectionism suggest a deep sensitivity to criticism, aligning with autistic rigidity and ADHD-related emotional impulsivity.

6. Routine-oriented and resistance to change

Like many autistics, Woolf had strict routines and rituals that provided her with a sense of stability. She wrote at specific times of day, maintained repetitive habits, and became deeply unsettled by disruptions to her environment.

Her deep attachment to certain places, such as Monk’s House, suggests an autistic preference for familiarity and an aversion to unexpected changes.

Virginia Woolf’s introspective isolation, sensory sensitivities, nonlinear creativity, emotional intensity, and strict routines strongly suggest an AuDHD cognitive profile. Her deep focus on literature and emotional themes align with autistic traits, while her rapid, spontaneous thinking and unconventional storytelling reflect ADHD characteristics.

Rather than dismissing Woolf’s struggles and unique thinking as purely psychological in nature, viewing her through a neurodivergent lens provides a new perspective on how autism and ADHD may have influenced her literary genius and innovative contributions to modernist literature.

7. Suicidal ideation and completion

High suicide rates among autistic individuals, particularly autistic women, is a serious and under-discussed issue. Virginia Woolf’s tragic suicide is a stark reminder of the mental health struggles that many neurodivergent individuals face, even those who achieve great intellectual and creative success.

Hypatia of Alexandria: A Pioneer of Mathematics, Philosophy, and Astronomy (c. 350–415 AD)

Hypatia (c. 360–415 CE), a renowned mathematician, philosopher, and astronomer of ancient Alexandria, was one of the most intellectually advanced figures of her time. As the head of the Neoplatonic school, she was a leading scholar in the fields of geometry, algebra, and celestial mechanics, making significant contributions to the development of mathematics and scientific thought. She was also a skilled teacher, mentoring students from across the Mediterranean and engaging in rigorous philosophical debates.

Unlike most women of her era, Hypatia rejected traditional gender roles, choosing instead to devote her life entirely to the pursuit of knowledge. She was known for her methodical approach to learning, deep focus on abstract thought, and commitment to logical reasoning. Her lectures on mathematics and philosophy, as well as her work in improving astronomical instruments such as the astrolabe and hydrometer, cemented her reputation as a scientific authority.

Her intellectual independence and refusal to conform to societal expectations made her a polarizing figure, particularly during a time of rising political and religious tensions in Alexandria. Ultimately, she was brutally murdered by a Christian mob, a tragic end that marked the decline of classical learning in the ancient world. Despite her untimely death, Hypatia’s legacy endures as a symbol of intellectual freedom, scientific inquiry, and resistance against ignorance and oppression. Her influence on mathematics, philosophy, and astronomy continues to inspire scholars, securing her place as one of history’s greatest thinkers.

While retrospective diagnosis is speculative, the following characteristics support the argument that Hypatia may have exhibited autistic traits.

1. Deep, narrow interests and intellectual obsession

Autistics often develop intense, specialized interests that dominate their focus. Hypatia dedicated her life to the study of mathematics, astronomy, and philosophy, subjects that require deep logical reasoning and an affinity for structured thinking—both common in autistics.

She was known for her methodical, highly analytical mind, producing works on geometry and number theory. Unlike many scholars of her time, she also focused on refining existing knowledge rather than simply following established doctrines, indicating rigid, systematic thinking often seen in autistic cognition.

Her extreme focus on intellectual pursuits over conventional societal roles suggests a hyperfixation characteristic of autism. Historical accounts describe her as one of the most brilliant minds in Alexandria, suggesting an intense, singular dedication to learning and teaching.

2. Rejection of social norms and nonconformity

Autistics often struggle with social conventions and may reject societal expectations that seem illogical to them. Hypatia never married, despite living in a culture where women were expected to enter arranged marriages. She instead remained entirely dedicated to her work, a decision that was considered highly unusual at the time.

She also dressed in the robes of a philosopher, rather than adhering to traditional feminine attire, further reinforcing her nonconformity and disinterest in social expectations. Many autistics feel unconcerned with or resistant to social pressures and choose instead to focus on their internal logic and passions—something Hypatia clearly exemplified.

3. Direct communication and blunt honesty

Autistics are often known for direct, literal communication and may struggle with or reject social pleasantries. Hypatia was famous for her unapologetic intellect and sharp directness in academic debates, which may suggest an autistic preference for straightforward communication rather than social maneuvering.

One well-documented account describes a male admirer who persistently courted her. Instead of deflecting him in a socially acceptable way, she threw a menstrual rag at him and bluntly stated that there was nothing desirable about physical attraction, a response that reflects a lack of interest in social norms and a direct, literal approach to problem-solving—traits commonly seen in autistics.

4. Rigid logical thinking and resistance to superstition

Autistics tend to prefer logic and structure over ambiguity and often resist unproven beliefs or superstitions. Hypatia’s work was centered on pure logic, mathematics, and empirical observation, making her a rationalist in a time dominated by religious and mystical thinking.

She rejected mysticism and religious dogma, leading to conflicts with the rising influence of Christian fundamentalism in Alexandria. This strict logical mindset aligns with the autistic tendency to favor factual accuracy and systematic thinking over social or emotional reasoning.

5. Preference for structure and predictability

Hypatia’s known academic practices suggest a strong need for order, structure, and predictability—common autistic traits. She maintained a rigorous intellectual discipline, developing mechanical devices and teaching methods that emphasized structured learning. Her contributions to astronomy and geometry indicate a mind highly attuned to patterns and structured knowledge.

6. Intolerance for political maneuvering and social conflict

Autistics often struggle with power dynamics, manipulation, or political maneuvering, preferring directness and fairness. Hypatia’s involvement in Alexandria’s political disputes was not as a political figure, but rather as an intellectual who refused to conform to shifting political allegiances.

Her outspoken rationalism and refusal to engage in religious-political games made her a target of violent opposition. Rather than navigating the social complexities of power, she remained true to principles of intellectual integrity, which ultimately contributed to her tragic murder by a Christian mob.

Hypatia’s intellectual obsession, rejection of social norms, direct communication style, strong preference for logical structure, and intolerance for superstition and political games all align with modern understandings of autistic traits. Her deep analytical thinking and structured approach to knowledge reflect an autistic cognitive style, while her rigid focus on intellectual pursuits over social life further suggests a neurodivergent way of processing the world.

Considering Hypatia through an autistic lens provides a compelling perspective on her unparalleled dedication to logic, learning, and independent thought, making her a likely example of a historical autistic woman whose contributions shaped intellectual history.

Marie Curie: A Trailblazing Scientist Who Transformed Physics and Chemistry (1867–1934)

Marie Curie, a pioneering physicist and chemist, revolutionized the scientific world with her groundbreaking research on radioactivity, a term she coined. Defying the gender restrictions of her time, she became the first woman to win a Nobel Prize and remains the only person to have won Nobel Prizes in two different scientific fields—Physics and Chemistry. Her relentless pursuit of knowledge and unwavering dedication to her work led to the discovery of polonium and radium, fundamentally changing the fields of nuclear physics and medicine.

Curie’s scientific achievements were born from immense perseverance. Denied formal higher education in her native Poland due to her gender, she moved to Paris to study at the Sorbonne, excelling in a male-dominated academic environment. Alongside her husband, Pierre Curie, she conducted pioneering experiments on radioactive elements, earning her first Nobel Prize in 1903 for Physics. After Pierre’s untimely death, she continued their work, ultimately winning a second Nobel Prize in 1911 for Chemistry for her isolation of pure radium.

Despite facing institutional sexism, financial struggles, and significant health risks from prolonged radiation exposure, Curie remained dedicated to scientific discovery. Her research laid the foundation for modern nuclear science and medical advancements, including radiation therapy for cancer treatment. She also played a crucial role in World War I, developing mobile X-ray units that saved countless lives on the battlefield.

Curie’s legacy endures as a symbol of perseverance, intellectual brilliance, and scientific innovation. Her intense hyperfocus, deep commitment to research, and ability to push boundaries despite adversity—combined with her structured, methodical thinking and willingness to take bold risks—suggest traits commonly associated with AuDHD, reinforcing the idea that neurodivergence has played a role in shaping some of the most groundbreaking minds in history.

1. Intense focus and hyperfixation on scientific research

One of the most defining features of Marie Curie’s personality was her single-minded obsession with science. Autistics often have deep, specialized interests, while ADHDers experience hyperfixation, both of which Curie exhibited throughout her life.

• She worked for hours on end in her lab, often forgetting to eat or sleep—a hallmark of both autistic deep focus and ADHD hyperfixation.
• She ignored personal well-being in pursuit of scientific breakthroughs, handling radioactive materials without concern for personal risk, showing an intense drive and difficulty shifting attention away from her work.
• Her entire identity revolved around scientific discovery, much like autistics who deeply immerse themselves in their special interests.

Unlike many other scientists of her time, she was uninterested in fame, recognition, or wealth, focusing solely on discovery and research.

2. Social challenges and rejection of norms

Curie was known for being socially reserved, preferring deep intellectual discussions over small talk or social pleasantries. She often avoided social gatherings, feeling more comfortable in the structured, methodical world of her laboratory than in unpredictable social situations.

• She was described as quiet, highly introverted, and intensely private, traits often associated with autism.
• She disliked public speaking and social conventions, feeling uneasy in highly social situations, another common trait in autistics.
• Despite being one of the most famous scientists of her era, she remained uncomfortable with attention and social praise, preferring to let her work speak for itself.

Her resistance to societal expectations—especially regarding gender roles—further suggests a lack of concern for social norms, a common characteristic of autistics.

3. Nonlinear thinking and innovative problem-solving

Marie Curie challenged conventional scientific thinking, demonstrating creative, out-of-the-box problem-solving skills—a hallmark of ADHD.

• She was a pioneer in radioactivity, a field she essentially invented, showing ADHD-driven innovation and impulsivity in intellectual exploration.
• She defied existing paradigms, pursuing ideas even when they were met with skepticism, showing a willingness to challenge authority and break from tradition—a trait often seen in ADHD and autistic thinkers.
• Her ability to make unexpected connections between different scientific ideas suggests an ADHD-style brain that thrived on fluid, intuitive thinking.

Her groundbreaking discoveries came not just from raw intelligence but from a deep curiosity and ability to perceive patterns that others missed, a trait commonly seen in both autism (pattern recognition) and ADHD (intuitive creativity).

4. Sensory sensitivities and extreme work habits

Many autistics experience sensory processing differences, which can manifest in unusual tolerances or aversions. Curie was known for spending long hours in her lab, exposed to hazardous materials without concern for physical discomfort.

• She worked in harsh conditions, showing a sensory resilience that is sometimes seen in autistics who experience muted interoception (awareness of bodily needs).
• She had strict routines in her work, suggesting a preference for predictability and structure, another hallmark of autism.
• She rarely changed her habits or way of working, even as new scientific methods emerged, preferring to work in the same deeply familiar ways.

Her emotional intensity, another common trait in neurodivergentss, was also evident in her extreme dedication to science.

5. Rejection sensitivity and emotional depth

Both autism and ADHD contribute to heightened emotional sensitivity and rejection sensitivity dysphoria (RSD)—a deep emotional response to criticism or perceived rejection.

• Curie was deeply affected by the misogyny she faced but refused to engage in public debates about it, showing a possible autistic resistance to social drama but ADHD frustration with injustice.
• She continued working obsessively after her husband Pieere died, perhaps as a way to cope, a common autistic and ADHD response to distress.

Her ability to push forward despite personal and societal obstacles suggests a highly resilient but emotionally intense personality.

6. Unwavering routine and resistance to change

Like many autistics, Curie had highly structured routines and an aversion to change.

• She preferred strict daily rituals in her lab, working in structured, repetitive ways to maintain focus.
• She struggled with disruptions to her scientific work and did not handle unexpected changes well, showing a need for predictability.
• Even after receiving two Nobel Prizes, she refused to indulge in luxury or fame, maintaining a minimalistic, focused lifestyle—another trait associated with autistics.

Her dedication to her work, strict personal habits, and deep intellectual focus all suggest an autistic preference for structure and routine.

Marie Curie’s intense focus on scientific discovery, rejection of social norms, structured routine, nonlinear creative problem-solving, emotional intensity, and sensory resilience strongly suggest an AuDHD cognitive profile. Her deep special interests align with autism, while her spontaneous, innovative thinking aligns with ADHD.

Rather than dismissing Curie’s hyperfocus, social difficulties, and extreme work ethic as simply personality quirks, viewing her through an AuDHD lens offers a new perspective on how autism and ADHD may have contributed to her scientific brilliance.

Her ability to hyperfocus, her obsessive dedication to discovery, and her defiance of traditional academic and gender roles exemplify how neurodivergent thinking has historically driven scientific progress.

Ada Lovelace: The Visionary Mathematician Who Foretold the Computer Age (1815–1852)

Ada Lovelace, often regarded as the world’s first computer programmer, was a visionary mathematician whose work on Charles Babbage’s Analytical Engine laid the foundation for modern computing. Born in 1815, she was the daughter of the famed poet Lord Byron, but it was her mother’s insistence on rigorous mathematical and scientific training that shaped her intellectual trajectory. From an early age, Lovelace exhibited an exceptional talent for abstract thinking and pattern recognition, which allowed her to see possibilities beyond the mechanical calculators of her time.

Her most groundbreaking achievement came in the 1840s, when she translated and expanded upon an article about Babbage’s Analytical Engine, introducing what is now recognized as the first computer algorithm. In her notes, she theorized that the machine could process not just numbers but also symbols, music, and language, anticipating the concept of general-purpose computing a century before it became reality. Her ability to connect mathematics with creativity—what she called “poetical science”—set her apart from other mathematicians of her time.

Despite societal restrictions placed on women in intellectual fields, Lovelace carved out a space for herself in a world dominated by men. She maintained close relationships with prominent scientists, including Michael Faraday and Charles Babbage, yet her contributions remained largely unrecognized until the 20th century, when her visionary insights were finally acknowledged as a foundation of computer science.

Lovelace’s intense curiosity, deep mathematical intuition, and ability to perceive far-reaching implications of technology—paired with her nonlinear thinking, hyperfixation on abstract concepts, and relentless pursuit of knowledge—suggest traits commonly associated with AuDHD, reinforcing the idea that neurodivergence has played a role in shaping some of history’s most revolutionary thinkers.

1. Deep intellectual obsession and hyperfixation

One of the hallmarks of AuDHD is intense focus and hyperfixation—a trait Ada Lovelace displayed in her work with Charles Babbage and the Analytical Engine.

• She had a lifelong obsession with mathematics and computing, despite societal expectations that women should focus on domestic life. This intense passion aligns with autism’s special interests and ADHD’s hyperfixation.
• She hyperfocused on the Analytical Engine, spending years developing the world’s first algorithm. Her ability to see mathematical potential beyond what was obvious to others suggests an autistic pattern-recognition ability combined with ADHD-driven innovation.
• She worked in bursts of extreme productivity, a pattern commonly seen in ADHD, where individuals cycle between periods of hyperfocus and burnout.

Her ability to visualize computing concepts decades before computers existed suggests a mind that combined autistic deep analysis with ADHD-style divergent thinking.

2. Nonlinear, intuitive thinking and pattern recognition

Autistics often excel in systematic, logical thinking, while ADHD minds thrive in creative, out-of-the-box ideas. Lovelace demonstrated both:

• She saw computing as a fusion of mathematics and art, an unusual perspective for her time. She described the Analytical Engine as capable of producing music and manipulating symbols—ideas that wouldn’t be realized until artificial intelligence was developed in the 20th century.
• She was known for making rapid, intuitive connections between different fields, a trait commonly seen in ADHD minds that think in nonlinear ways.
• Her ability to spot patterns in data and predict future technological applications aligns with autistic pattern recognition and ADHD’s big-picture thinking.

Her blend of mathematical precision and abstract creativity suggests an AuDHD cognitive style that thrived on deep analysis and spontaneous insight.

3. Rejection of social norms and intensity in relationships

Lovelace, like many autistics, rejected societal expectations, particularly regarding gender roles.

• She insisted on pursuing mathematics and science, fields that were considered inappropriate for women at the time. This resistance to societal pressure aligns with autistics’ tendency to prioritize logic over social expectations.
• She struggled with social conventions and had difficulty maintaining friendships, often forming intense but short-lived relationships. Autistics often develop deep, passionate connections but may struggle with sustaining long-term social engagements due to differences in communication styles.
• Her letters show a blunt, direct communication style, another hallmark of autism. She was highly opinionated and confident in her intelligence, sometimes to the point of being perceived as socially awkward or arrogant.

Her rigid adherence to intellectual pursuits, rejection of gender norms, and difficulty with conventional social etiquette suggest an autistic social profile.

4. Impulsivity, risk-taking, and emotional intensity

ADHD is often associated with risk-taking, impulsivity, and intense emotional experiences—traits that Lovelace displayed throughout her life.

• She struggled with gambling addiction, an example of ADHD impulsivity and thrill-seeking behavior. She believed she could use mathematics to develop a foolproof betting system—a classic ADHD mix of brilliant creativity and risky impulsivity.
• She had extreme mood swings and emotional intensity, suggesting ADHD emotional dysregulation and possible Rejection Sensitivity Dysphoria (RSD).
• She pursued radical ideas and unconventional projects, much like many ADHDers who thrive on novelty and pushing boundaries.

Her fluctuating energy levels, impulsive decisions, and emotional intensity align strongly with ADHD traits.

5. Sensory sensitivities and rigid thinking patterns

Many autistics experience sensory sensitivities and have rigid thinking patterns or routines.

• She was highly sensitive to sensory input, particularly light and noise. This sensitivity may have contributed to her health issues and need for solitude.
• She had rigid, obsessive thinking patterns, often focusing on one problem to the exclusion of everything else. This aligns with autistic perseverance and difficulty shifting focus.
• She preferred structured, predictable routines in her studies and work, common among autistics who find comfort in order and patterns.

Her sensory sensitivities and structured cognitive style align well with autistic traits.

6. Struggles with mental and physical health

Lovelace faced significant mental health struggles, which may have been exacerbated by autistic burnout and ADHD emotional dysregulation.

• She suffered from severe anxiety and depressive episodes, which are common in neurodivergentss who struggle with societal pressures.
• She had difficulty balancing hyperfocus with self-care, often pushing herself to exhaustion.
• She faced chronic illness, which is often linked to neurodivergence (many autistics experience heightened physical sensitivities or co-occurring medical conditions).

Her mental and physical health challenges, combined with an intense cognitive style, further support the idea that she may have been neurodivergent.

Ada Lovelace’s hyperfixation on mathematics, nonlinear thinking, rejection of social norms, impulsivity, emotional intensity, sensory sensitivities, and difficulties with social relationships strongly suggest an AuDHD cognitive profile.

Her autistic traits—deep intellectual obsession, rigid thinking, and pattern recognition—combined with ADHD traits—impulsivity, emotional highs and lows, and innovative thinking—made her a visionary who was ahead of her time.

By viewing Lovelace through the lens of neurodivergence, we gain a deeper appreciation of how autism and ADHD may have contributed to her groundbreaking insights into computing and mathematics.

The impact of autism on their work and legacy

The historical women discussed in this article—Emily Dickinson, Jane Austen, Virginia Woolf, Hypatia of Alexandria, Marie Curie, Ada Lovelace, and Emily Brontë—each left an indelible mark on their respective fields. While we cannot definitively diagnose them with autism, analyzing their traits through a neurodivergent lens allows us to consider how autistic characteristics may have contributed to their successes.

One of the most commonly shared traits among these women is intense focus. Whether through Dickinson’s meticulous poetry, Curie’s tireless scientific research, or Lovelace’s mathematical precision, the ability to sustain deep concentration allowed these women to break barriers in their work. This hyperfocus—a trait often seen in autistic and ADHDers—enabled them to excel despite the challenges of their time.

Another significant autistic trait that may have played a role in their achievements is pattern recognition. Many autistics have a natural ability to detect patterns, whether in numbers, words, or natural phenomena. Lovelace’s groundbreaking work in computing stemmed from her ability to see patterns in mathematical equations, while Austen’s precise depictions of human relationships may have been informed by a keen analytical understanding of social dynamics.

Additionally, deep thinking and alternative perspectives are hallmarks of autistic and ADHD cognition that likely influenced these women’s work. Woolf’s introspective and experimental writing style, Hypatia’s philosophical inquiry, and Brontë’s emotionally complex characters all demonstrate a depth of perception that set them apart from their contemporaries. Their ability to perceive the world differently allowed them to create innovative works that still resonate today.

Recognizing the possible neurodivergence of historical women is important not only for understanding their personal experiences but also for deepening our understanding of autism itself. Many autistics today struggle with self-recognition due to outdated stereotypes that primarily depict autism in men. By highlighting potential autistic women from history, we can offer representation that acknowledges the diverse ways autism manifests across gender and time.

Are there any historical females that you think may have had autism?