Author: Gabrielle Taylor, Support Manager
The purpose of this blog is to explore neurodiversity, diving into what it is, how it can impact individuals and how managers can support those who are neurodiverse.
In addition to reading this blog, you may also be interested in our Supporting Neurodiversity infographic which can be downloaded from:
Resources
What is neurodiversity?
Before we begin talking about neurodiversity, it’s important that we ask what diversity is.
For the purpose of this blog, putting it simply, diversity means variety. It refers to the differences between people, animals, plants, objects and it exists amongst most things.
So, if diversity means difference, Neurodiversity refers to the natural difference in human brains. You may have heard the term ‘Neurodivergence’ which describes ‘when someone processes information, learns, and/or behaves differently from what is considered typical.’ (The Royal College of Nursing)
Just as there is no standard flower, there is no standard brain and diversity amongst brains is normal and enriching, just like the diversity amongst flowers, animals, cultures and so on (Book: The Power of Neurodiversity, by Thomas Armstrong).
You may have heard of neurodiversity being described as an ‘umbrella term’, this is because there are numerous conditions that fall underneath it, where individuals think, feel and learn differently.
It is important to remember that each condition has its own set of impacts, and ‘neurodivergence is experienced differently by different people.’ (The Royal College of Nursing)
No two people with Autism, ADHD, Dyslexia, or any neurodiverse condition are the same, and so it is important to have a general understanding of conditions, but also to listen to individuals when they share their experiences.
It is also important to note that neurodiversity does not impact intelligence, and a common misconception is that individuals who are neurodiverse are less able or less intelligent. Albert Einstein, Bill Gates and Steve Jobs are known to have received (or in Einstein’s case, retrospectively received) a diagnosis of dyslexia and yet all three gentlemen have lived incredibly successful lives. Neurodiversity does not equate to intelligence or restricted ability and many conditions yield incredible strengths.
Neurodiverse conditions
Details of each of the conditions discussed are presented below, but it is important to remember that people with these conditions may not experience all of the characteristics shown and so we can’t assume that all people have the same experiences and therefore require support.
Signs of neurodiverse conditions
Autism
- Difficulty understanding the thoughts and emotions of others.
- Finding social situations difficult and making friends challenging.
- Difficulty describing their own emotions.
- Taking things very literally – for example, not understanding phrases such as ‘it’s raining cats and dogs’ or ‘break a leg’.
- Challenges maintaining a routine and experiencing anxiety if that changes.
- Finding situations/objects/textures uncomfortable.
Signs are not limited to the above and for more information, please visit the NHS website.
ADHD
- Challenges in organisation and time management.
- Difficulty in following instructions.
- Difficulty focusing and completing tasks.
- Challenges coping with stress.
- Feeling restless or impatient.
- Impulsiveness and risk taking.
- Some adults may also have issues with relationships or social interaction.
For more information, please visit the NHS website.
Intellectual Disability
- Slowed reading speed.
- Difficulties with reasoning and logic.
- Problems with judgement and critical thinking.
- Trouble using problem-solving and planning abilities (difficulty planning things).
Signs are not limited to the above and for more information, please visit the NHS website.
Dyslexia
- Reading and writing very slowly.
- Confusing the order of letters in words.
- Trying to avoid reading and writing whenever possible (may avoid writing reports or emails).
- Understanding information when told verbally but have difficulty with information that's written down.
- Finding it hard to carry out a sequence of directions.
- Struggling with planning and organisation (including meeting deadlines, remembering things such as a PIN or telephone numbers).
- Poorly organised written work that lacks expression (for example, even though they may be very knowledgeable about a certain subject, they may have problems expressing that knowledge in writing).
- Difficulty taking notes or copying.
For more information, please visit the NHS website.
Dyscalculia
- Difficulty counting backwards.
- Slow to perform calculations.
- Struggle with mental arithmetic.
- Poor sense of numbers and estimation.
- Experience high levels of mathematics anxiety.
For more information, please visit the Nottingham Healthcare website.
Dyspraxia
- Differences in coordination, balance and movement.
- Difficulty learning new skills, thinking, and remembering information (both at work and home).
- Difficulty performing daily living skills, such as dressing or preparing meals.
- Differences in their ability to write, type, draw and grasp small objects.
- Challenges in emotion regulation.
- Difficulty in time management, planning and personal organisation skills.
For more information, please visit the NHS website.
Dysgraphia
- Difficulty converting the sounds of language (phonemes) into writing (graphemes).
- Unclear, irregular, or inconsistent handwriting.
- Writing with an incorrect mixture of upper and lowercase letters.
- Slow in copying text.
- Poor spelling.
- Write with missing letters or unfinished words.
- Write in incomplete sentences.
- Difficulty when thinking and writing at the same time.
For more information, please visit the Dyslexia UK website.
Tourette’s Syndrome
- Eye blinking.
- Touching or smelling objects.
- Head jerking.
- Repeating observed movements.
- Shoulder shrugging.
- Stepping in a certain pattern.
- Eye darting.
- Obscene gesturing.
- Nose twitching.
- Bending or twisting.
- Mouth movements.
- Hopping.
- Grunting.
- Repeating words or phrases.
- Coughing.
- Throat clearing.
- Using vulgar, obscene or swear words.
- Barking.
For more information, please visit the NHS website.
So, we know that neurodiversity involves processing information, learning or behaving differently. Some people might be naturally better at some things and find challenges in others and if we understand this, we can create environments that engender openness, understanding and embrace diversity. But I suppose a key question is, if most people are neurotypical, then why does this matter?
The importance of being informed: statistics
As we have covered previously, by raising awareness and enhancing our understanding of neurodiversity, we ensure that individuals are understood and can be supported effectively at work. Although most people in the UK are not neurodiverse, it is estimated that around 1 in 7 (more than 15% of the UK population) are, and for this reason accessibility and inclusion is so important.
What is accessibility and inclusion?
- Accessibility: involves ensuring that processes and systems are designed in a way that everyone can fully participate.
- Inclusion: means everyone has the resources and opportunities they need to participate.
Accessibility and inclusion are crucial to the quality of an individual’s personal and professional life. Where neurodiversity is concerned, accessibility and inclusion are needed now more than ever, and this is clear when we look at the statistics:
- Shockingly just 22% of people with autism are in full-time employment in the UK, that is just over 1 in 5 autistic adults, despite 77% stating that they want to work. (The National Autistic Society)
- Of people with severe or specific learning difficulties, only 26.2% are employed. (Office of National Statistics (ONS))
- There are 6.2 million people with dyslexia or related specific learning difficulties (dyscalculia, dysgraphia) who are unemployed or economically inactive and this is largely due to barriers to employment. (British Dyslexia Association)
- Employees with ADHD are twice as likely to lose their job compared to employees without ADHD. (National Institute of Health)
- A recent survey found that 65% of neurodivergent employees believed that disclosing their neurodivergence would result in discrimination from management, and 55% worried about stigma from colleagues. (National Institute of Health)
But again, how is this relevant?
We know that 1 in 7 people in the UK are neurodiverse, but some occupations have a higher percentage of neurodiverse individuals. If we look at construction for instance, a study by The National Federation of Builders found that:
- 1 in 4 construction workers consider themselves to be neurodiverse (having a neurodiverse condition), with 17% having a formal diagnosis.
- ADHD has been found to be the most common neurodiverse condition amongst construction workers (accounting for 54% of neurodiverse workers).
- 32% of neurodiverse workers were reported to be autistic.
- 31% of neurodiverse workers were reported to be dyslexic.
Not only is neurodiversity common amongst construction workers, but it has been found that being neurodiverse makes people more, rather than less, likely to work in the sector, as individuals believe that the industry is able to support neurodiversity. Despite this, 75% of construction workers say they were not asked about neurodiversity during the hiring process, suggesting that there was a missed opportunity to offer support. This is further evidenced by recent findings that, ‘17 per cent of HR professionals have admitted uncertainty about the integration of neurodiversity into their people management practices’. (Construction News)
Regardless, workers have stated that the industry is incredibly supportive of neurodiverse employees.
- 35% of construction workers believe neurodiversity training for all will help neurodiverse workers.
- 43% believe neurodiversity awareness will make the construction industry more diverse.
But concerns remain regarding industry awareness, stigma and embarrassment.
Farming is another sector which has a higher percentage of neurodiverse individuals. A survey by Farmers Weekly found that ‘the number of people with neurodiverse conditions in farming may be more than double the rate than in the general population’.
- 36% of respondents considered themselves to be neurodivergent.
- 31% of respondents said they had a neurodivergent family member with a diagnosis working in agriculture.
- 61% believe they know someone working in farming with an undiagnosed condition.
Equality, Diversity and Inclusion (EDI)
It is important to note that individuals are protected from discrimination within the workplace. One of the most important things that employers need to remember when it comes to neurodiversity, is that they have a legal obligation to employees to make sure that individuals are not discriminated against.
The Equality Act (2010) is the most prominent piece of legislation that has been designed to combat discrimination. The act makes it illegal to discriminate against someone based on ‘protected characteristics’ including disability. Not only that, but based on the act, employers are obligated to facilitate “reasonable adjustments” for employees with disabilities to ensure accessibility and inclusion.
There are also moral obligations where supporting neurodiverse individuals is concerned. There are also many strengths in neurodiversity which are further elevated when individuals receive the correct support.
What can you do: whole team
1. Embrace neurodiversity
Promoting a culture that embraces neurodiversity aids the creation of an inclusive environment for all. "Inclusion begins by acknowledging and valuing neurodiversity, which appreciates the unique strengths and perspectives of neurodivergent individuals.” Vikas Kaushik, CEO. Inclusion promotes a shift from focusing on the challenges faced by neurodiverse individuals, to celebrating the talents that these employees offer.
2. Avoid stereotyping and assumptions
Forming opinions about people’s abilities based on neurodivergence can be incredibly harmful. If you respect individuality, recognising that a diagnosis doesn't define a person’s competencies or potential to contribute effectively to their role and you ask questions, you reduce the likelihood of stereotyping and embrace neurodiversity.
3. Consider communication and promote communication preferences
Communication is essential to effective collaboration. Where possible, use clear and direct language, avoiding metaphors which can sometimes cause confusion. It is important to acknowledge that individuals have various communication preferences (regardless of neurodivergence) and encouraging your whole team to talk about them can be incredibly empowering. Encouraging your team members to share how they prefer to communicate (via email, instant messaging, phone calls, or face-to-face conversations) can create mutual understanding amongst the workforce and in turn, effective team coherence.
Where non-verbal communication is concerned, it is worth noting that individual’s display behaviours that may appear unusual, but it is important to take their lead. Eye contact, for example, is a common form of non-verbal communication, which can be incredibly uncomfortable for some neurodiverse individuals. If a team member avoids eye contact, respect their behaviour and continue as normal in the interaction. Adaptability can help the individual to feel less uncomfortable and signals respect for their personal preferences.
4. Educate your team
By educating your team about neurodiversity, you can foster a more empathetic and collaborative workplace that values diversity. Training can involve understanding neurodiverse conditions, breaking the stigma and learning how to effectively support colleagues who are neurodiverse, through adapting communication or work environments.
Supporting neurodiversity: reasonable adjustments
Rather than taking a one-size-fits-all approach, managers should invest time in understanding how each person does their best work, however details of adjustments that may be beneficial are listed below.
(Source for the guidance below: The National Federation of Builders)
Work environment
- Adapt working hours, e.g., to allow extra breaks, or to allow individuals to travel at quieter times where possible.
- Avoid use of ‘hot desking’ for neurodivergent staff.
- Lower lighting levels, provide desk lamps or access to natural light.
- Adjust brightness and contrast controls on monitors.
- Where possible, create a safe space for individuals to take breaks and self-regulate where necessary.
- Allow use of noise cancelling headphones.
Planning and organisation
- Support individuals to organise their workspaces and establish routines - this will be a collaborative process where you will need to ask the individual what they will find helpful.
- Break tasks into parts and be clear about their level of priority.
- Support individuals in setting up a diary system, using task lists or even setting reminders or alarms.
- Support individuals to establish a system to organise resources such as by colour-coding.
- Provide clear verbal instructions, followed by a written brief and avoid ‘corridor conversations’ or brief interactions about work tasks.
- Ensure that individuals have time to practice tasks where possible.
- Where structure is challenging due to an ever-changing working climate, try to establish some structure in the working day which is transferrable/adaptable to any location. This could be a phone call every day at 12:00pm to check-in or a time to respond to emails.
- Encourage individuals to use the “do not disturb” sign/function on laptops, when tasks require intense concentration.
Meeting considerations
- Where possible, provide a meeting agenda in advance and any reading material that might be used.
- Ensure that the purpose of the meeting is clear to reduce anxiety caused by uncertainty.
- Try to stick to the agenda and timings as much as possible.
- Remind individuals that should they wish to walk around or interact with fidget objects, that it is okay to do so. Do not draw attention to this.
- Ensure that regular breaks can occur at scheduled intervals listed in the agenda.
- Offer a buddy system for large meetings/conferences - you can ask the individual what would be most helpful in these instances.
Reading, writing and numeracy
- Ensure individuals have time for reading and written work.
- Encourage the use of spell-checking, proof-reading and text-to-speech software.
- Encourage the use of calculators.
- Encourage the use of overlays.
- Provide templates for written work.
- Use bullet points to provide clear and concise information.
- Support staff to ask for information or figures to be emailed to them, rather than taking their own notes.
- Support staff to develop strategies for numerical work, for example, highlight cells in spreadsheets or enlarge font sizes.
- Encourage individuals to type information instead of writing it down.
- Support individuals to document information in a format that is more effective for them (mind mapping, bullet points etc.).
- If possible, for numerical data, present information in a visual format such as graphs, charts and infographics.
- Provide facilities for speed dialling telephone numbers.
Communication
- Keep individuals informed of any changes in their schedules well in advance.
- Where sudden changes happen, explain to the individual why this was the case and the plan of action moving forward.
- Provide information both written and verbal to ensure the clarity of the message or use alternative formats such as audio or videotape, drawings, diagrams and flowcharts.
- Frequently recap information given and provide individuals with the opportunity to ask questions.
Roles
- Tailor roles to utilise individual’s strengths.
- Allow flexible working hours – for example, people with ADHD may struggle with early mornings or work best at certain times of the day or week.
- Allow remote or hybrid working where possible.
Guidance on adjustments to support neurodiversity can also be found here:
Autism Spectrum Disorder (ASD) including Asperger’s
Dyslexia
Dyspraxia
Attention Deficit Hyperactivity Disorder (ADHD)
By supporting a more neurodiverse workforce, you and your organisation are not simply fulfilling legal requirements; but reaping the rewards that come with a diverse workforce. Individuals who are neurodiverse are incredibly valuable to the teams that they are a part of, contributing meaningfully to business growth through their attention to detail, innovative thinking patterns, diligence and creativity. Studies have indicated that neurodiverse teams are 30 per cent more productive (Construction News) and through raising awareness, promoting acceptance and providing support, you can make a crucial difference to your team.
Conclusion
In this blog we have looked at what neurodiversity is and how to create a neuroinclusive workplace through personalised reasonable adjustments.
Don’t forget to download our free Supporting Neurodiversity infographic:
Resources
During 2025, our blog series will focus on how you, as an employer and manager, can build positive mental health in and through your workplace. In April, the focus will be on stress.
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Blog Author: Gabrielle Taylor, Support Manager
References
What is Neurodiversity?
What is ASD?
What is ADHD?
https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/
What is a learning disability?
https://www.nhs.uk/conditions/learning-disabilities/
What is dyscalculia?
https://www.nottinghamshirehealthcare.nhs.uk/ddd-hidden-impairments-and-disabilities/#Dyscalculia
Neurodiversity in the workplace
https://umusic.co.uk/Creative-Differences-Handbook.pdf
Recognising neurodiversity in the workplace
https://www.governmentevents.co.uk/recognising-neurodiversity-in-the-workforce/
Book: The Power of Neurodiversity, by Thomas Armstrong
Neurodiversity employment statistics
Outcomes for disabled people in the UK - Office for National Statistics
ADHD impact:
https://pmc.ncbi.nlm.nih.gov/articles/PMC1781280/
Impact of neurodiversity:
Construction and neurodiversity statistics:
- https://builders.org.uk/neurodiversity-report/
- Unlocking the power of neurodiversity in construction: a call to action | Construction News
Experiences of Autistic Adults:
- Cassidy et al. (2022). Autism and autistic traits in those who died by suicide in England. The British Journal of Psychiatry. https://doi.org/10.1192/bjp.2022.21
Traumatic Experiences in Autistic Adults:
- McVeigh, T. (2014, Jun 14). Half of autistic adults “abused by someone they trusted as a friend.” The Guardian. https://www.theguardian.com/society/2014/jun/14/autistic-adults-abused-by-friends-survey
Bullying Experiences of Autistic Adults:
- Toseeb, U., McChesney, G., Oldfield, J. & Wolke, D. (2020). Sibling bullying in middle childhood is associated with psychosocial difficulties in early adolescence: the case of individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50, 1457-1469. https://doi.org/10.1007/s10803-019-04116-8