Neurodiversity describes the natural variation in how human brains work. Some of that variation carries a label — ADHD, autism, dyslexia, dyspraxia — and a great deal of it does not. Cognitive diversity describes the same territory from a different angle: the varied ways people take in information, hold onto it, and act on it.
This page is a reference library rather than an argument. The statistics below are grouped by theme, and each one links to the source it came from, so you can use a figure in a board paper, a self-assessment, an Ofsted narrative or a funding bid and show where it came from.
Most of the numbers here describe education, because that is where cognitive difference is identified first and measured best. More than one in five pupils in England has an identified special educational need, and the gaps that follow — in attainment, in attendance, in exclusions — are large and well documented. Many of those learners reach a college or an apprenticeship without a diagnosis, and the waiting lists suggest most will not get one quickly.
The workplace figures follow, because a learner does not stop being neurodivergent at the end of a programme, and because the employers who take on apprentices are the same organisations those surveys count.
Where a statistic describes a specific population — pupils in England, adults in the UK, employees in a particular survey — the wording says so. The bases are not interchangeable, and a figure quoted without its base is the most common way this evidence gets misused.