How to create an inclusive workplace for neurodivergent employees

It is estimated that around one in seven people (more than 15 per cent of the UK population) are neurodivergent. And yet, despite neurodivergent individuals bringing skills (including creativity, pattern recognition, and deep, specialised knowledge) to the workplace:

• Just 22 per cent of people with autism are in full-time employment in the UK, which is just over one in five autistic adults, despite 77 per cent stating that they want to work
  
  
• 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
  
  
• Employees with ADHD are twice as likely to lose their job compared to employees without ADHD
  
  
• A survey found that 65 per cent of neurodivergent employees believed that disclosing their neurodivergence would result in discrimination from management, and 55 per cent worried about stigma from colleagues
  
  
• 17 per cent of HR professionals have admitted uncertainty about the integration of neurodiversity into their people management practices.

Therefore, this article aims to raise awareness and enhance understanding of neurodiversity, so we can ensure that:

• Prejudice and stigma are removed
• Employers are confident in employing neurodivergent individuals and know how to create an inclusive, safe and supportive work environment
• Individuals feel understood, included, and that they are supported effectively in work
• Duty holders have links to further reading, a free-to-download infographic and a short video.

Neurodiversity refers to the natural differences in human brains, where individuals think, feel and learn differently. Photograph: iStock

What is neurodiversity?

One of the reasons that stigma persists is due to misconceptions, which are fuelled by a lack of knowledge or education in terms of what neurodiversity means and the language that is used around it.

Therefore, it is important to provide clarity around the terminology by providing some definitions:

• Neurodiversity refers to the natural differences in human brains, where individuals think, feel and learn differently, whether they are neurodivergent or neurotypical
  
  
• Neurodivergence describes “when someone processes information, learns, and/or behaves differently from what is considered typical”, according to the Royal College of Nursing. It is an umbrella term for the different conditions that fall within its scope.
  
  
• Neurodivergent means an individual person or a specific condition
  
  
• Conditions that fall within the neurodivergent umbrella include ADHD (attention deficit hyperactivity disorder), autism, dyscalculia, dysgraphia, dyspraxia, dyslexia, intellectual disability and Tourette syndrome.

Each neurodiverse condition has its own set of impacts, which are experienced differently by different people. No two people with autism, ADHD, dyslexia or any neurodivergent 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 neurodivergence does not impact intelligence, and a common misconception is that individuals who are neurodivergent are less able or less intelligent.

Albert Einstein and Steve Jobs are known to have received (or, in Einstein’s case, retrospectively received) a diagnosis of dyslexia and yet they lived incredibly successful lives. Neurodivergence does not equate to intelligence or restricted ability, and many conditions yield incredible strengths. 

Photograph: iStock

Employers’ legal duties

Individuals with ‘protected characteristics’ are legally protected from discrimination at work and in other settings by the Equality Act 2010. There are nine protected characteristics, including ‘disability’.

While neurodivergence is not named within the definition of a ‘disability’, some conditions (for example, ADHD, autism and dyspraxia) do meet the legal definition. 

An individual is classed as disabled under the Act if they “have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities”. 

Building neuroinclusive workplaces

In the same way that every organisation is different, so is every neurodivergent individual. Below are some examples of how to build a neuroinclusive workplace – although the best place to start is by asking the employee directly.

The individual will know what works, or does not work, for them and can advise their employer on the help and adjustments they may need. The ‘further reading’ section below provides links to additional sources of information.

As an overview, some key steps include:

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,” states Vikas Kaushik, CEO of TechAhead, in a blog from Intuit QuickBooks. 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 an employer or manager respects individuality, recognises that a diagnosis does not define a person’s competencies or potential to contribute effectively to their role, and asks questions, they reduce the likelihood of stereotyping and increase the chances of successfully embracing neurodivergence. 

3. Consider communication and promote communication preferences: communication is essential to ensuring effective collaboration among everyone at work, including between neurodivergent employees and their colleagues and managers.

Where possible, use literal, specific and unambiguous language, and specifically avoid metaphors, idioms and sarcasm which can be confusing for some neurodivergent people.

It is important to acknowledge that all individuals at work will have various communication preferences (regardless of whether or not they are neurodivergent), and encouraging the whole team to talk about these preferences can be incredibly empowering for the workforce and individuals.

Therefore, team members should be encouraged to share how they prefer to communicate with colleagues and managers (whether via email, instant messaging, phone calls, or face-to-face conversations, etc) as this will help create mutual understanding amongst the workforce. In turn, this will help to build effective team coherence.

When considering non-verbal communication, it is worth noting that some neurodivergent people may display behaviours that appear unusual to their non-neurodivergent colleagues.

As a result, it is important that all employees are trained to understand the importance of following the lead displayed by a colleague who may be neurodivergent in relation to their communication needs and preferences. 

For example, eye contact is a common form of non-verbal communication for many people, but it can be incredibly uncomfortable for some neurodivergent individuals. If a team member avoids eye contact, colleagues should therefore be trained so they appreciate this may be due to a neurodivergent condition.

Workers should understand how to respect the individual’s behaviour and continue as normal in the interaction. By taking immediate steps to adapt to the neurodivergent person’s communication preferences without making a fuss, a worker can help their colleague feel more comfortable and signal respect for the individual’s personal preferences.

4. Educate the team: educating the entire workforce (including managers) about neurodiversity helps foster a more empathetic and collaborative workplace that values diversity. Training should cover areas such as understanding neurodivergent conditions, breaking stigma around neurodiversity and learning to effectively support colleagues who are neurodivergent by adapting communication methods or the work environment. 

5. Make reasonable adjustments: when deciding and agreeing on reasonable adjustments to enable a neurodivergent worker to enter, remain and thrive at work, it is important employers and managers invest time in understanding the employee’s individual needs and seek to develop tailored work adjustments, rather than taking a ‘one-size-fits-all approach’. This will make it easier for the individual to perform to their best. Some common examples of reasonable adjustments, suggested by the National Federation of Builders in its Neurodiversity in Construction report, include:

a. Work environment

• Adapt working hours – for example, flexible working hours allow pacing of work, or commuting at offpeak times 
• Avoid use of ‘hot desking’ for neurodivergent staff
• Ensure lower lighting levels, and provide desk lamps or access to natural light
• Adjust brightness and contrast controls on computer monitors 
• Where possible, create a safe space for individuals to take breaks and self-regulate where necessary 
• Allow use of noise-cancelling headphones.

b. Planning and organisation

• Support individuals to organise their workspaces and establish routines – this should be a collaborative process and the employer should ask the individual what they will find most helpful
• Break tasks into small 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 individuals have time to practice tasks where possible
• If it is difficult to have a set structure for day-to-day work and tasks due to an ever-changing working climate, the manager and the individual should work together to try to establish some structure in the working day which is transferable/adaptable to any location. For example, the employee could phone their manager every day at a set time to check-in or decide in advance a set time to respond to emails 
• Encourage individuals to use the ‘do not disturb’ sign/function on computer software like Microsoft Teams or email when tasks require intense concentration.

c. 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 if they wish to walk around or interact with fidget objects 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 – managers should ask the individual what would be most helpful in these instances.

d. 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 coloured overlays or adapted glasses (i.e., thin, transparent plastic sheets placed over text/onto glasses to reduce visual stress, minimise glare and improve reading comfort for neurodivergent individuals)
• Provide templates for written work
• Use bullet points to provide clear and concise information
• Email information or numerical data to staff, rather than requiring them to make their own notes
• Support staff to develop strategies for numerical work – for example, highlighting cells in spreadsheets or enlarging font sizes
• Encourage individuals to type information instead of writing it down
• Support individuals to document information in a format that is most 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.

e. Communication

• Keep individuals informed of any changes in their schedules well in advance 
• If sudden changes occur, explain to the individual why this was the case and the plan of action moving forward
• Ensure all team members adhere to ‘accessibility’ guidelines in written materials – for example, in terms of font type, size and colour, colour contrast and plain language. Also, include alternative text on images and provide captions on videos, for instance, to ensure all communications are accessible and inclusive
• Provide information in both written and verbal formats to ensure the clarity of the message, or use alternative formats to provide information, such as audio or videotape, drawings, diagrams and flowcharts
• Frequently recap the information given and provide individuals with the opportunity to ask questions.

f. Roles

• Tailor roles to utilise individuals’ strengths
• Allow flexible working hours – for example, people with ADHD may find early mornings difficult or they may work best at certain times of the day or week 
• Allow remote or hybrid working where possible.

Conclusion

By supporting a more neurodiverse workforce, an employer will not simply fulfil legal requirements; but reap the rewards that come with a diverse workforce.

Individuals who are neurodiverse are incredibly valuable to the teams that they are a part of, and can contribute 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, and by raising awareness, promoting acceptance and providing support, employers can make a crucial difference to their teams.

Further reading

Guidance on workplace adjustments to support neurodivergent individuals can also be found here: 
Autism Spectrum Disorder (ASD) including Asperger’s
Dyslexia 
Dyspraxia
Attention Deficit Hyperactivity Disorder (ADHD) 

Read our blog post which includes a free infographic to download and a short video: How to build a neuroinclusive workplace | Mates in Mind

For more information see:
matesinmind.org
linkedin.com/company/mates-in-mind
facebook.com/MatesinMind/

Gabrielle Taylor is Programme manager at Mates in Mind