Reading Neurodivergence in Literature: The Case of Romeo and Juliet

This paper offers a detailed neurodivergent reading of Romeo and Juliet, bridging literary studies and neurodiversity discourse. It begins by explaining key concepts in critical neurodiversity studies and literary neurodiversity, and provides an overview of neurodevelopmental conditions. The study surveys representations of neurodivergent traits in literature from medieval to contemporary times, focusing on Shakespeare’s drama, supported by scholarly research. It analyzes existing psychological readings of Romeo and Juliet—traits like impulsivity, emotional dysregulation, and obsession—arguing these often lack connection with neurodiversity frameworks. The paper also explores neurodiverse theatre studies, highlighting productions involving neurodivergent artists that validate such interpretive approaches. It addresses concerns around “diagnosing” literary characters with modern medical terms, discussing diverse views from experts in literary neurodiversity. The core analysis presents a scene-by-scene examination of the characters of Romeo and Juliet through language, emotions, relationships, and choices, revealing consistent neurodivergent traits that drive the tragedy’s progression rather than isolated emotional outbursts. Using neurodivergence as a critical lens, this study reinterprets Shakespeare’s iconic lovers while broadening the perspectives of literary scholarship and embracing diversity in interpretation and understanding. This reconceptualization enriches both the play’s appreciation and the advancement of neurodiversity discourse in literature.