Neuroinclusion at work

Neurodiversity is the natural variation in human brain functioning. "We need to admit that there is no standard brain," wrote Thomas Armstrong in his pivotal work The Power of Neurodiversity. The term neurodiversity, indeed, refers to the infinite range of differences in individual human brain function and behavioural traits.    

The term is also being used to represent an area of organisational equality, diversity and inclusion (EDI) that seeks to embrace and value all types of information processing, learning and communication styles.    

The reality of neurodiversity, then, means that every interaction at work takes place between people with different brains – yet, typically, very few organisations are thinking about neurodiversity or neuroinclusion.   

This guide focuses on forms of innate neurodivergence, such as autism and ADHD, as they relate to the workplace. It does not specifically cover ‘acquired’ neurodivergence, such as through brain trauma – though many of the same principles of people-centric inclusion are likely to be relevant when including such individuals. 

A lack of awareness and understanding of neurodiversity means it has rarely been considered in the design of workplace processes, management practices, environments or in the way work is organised. The norms and ways of working that emerge may therefore suit some but not others - perhaps as many as up to 20% of people who identify as neurodivergent in some way. Neurodivergent people may find themselves marginalised by organisation cultures, processes and technology that don’t consider their thinking styles.   

While all brains are different, some people with broadly similar ways of thinking, communicating and processing information can have a sense of shared identity and experience - for example, an identity as autistic, dyslexic, or as an ADHDer. For many, the spark to such an identity comes through receiving a specific medical diagnosis or diagnoses. People who possess one or more such identities often identify or are referred to as 'neurodivergent'. In the words of Dr Nick Walker (author and educator), neurodivergence can be thought of as, “having a mind that functions in ways which diverge significantly from the dominant societal standards of ‘normal’.”   

Someone who does not possess a neurodivergent identity may be referred to as 'neurotypical', although in reality this is highly contextual, and there is no one 'normal brain'. 

What’s included under the umbrella of 'neurodivergence' is debated, but what’s clear is that we need to do more to consider different thinking styles (types of information processing, learning, and communication styles) at work to be able to unleash individual and collective potential. Once we accept that we are all different, each with our own strengths and challenges, perspectives change. But how do we create a workplace where everyone in the team can be productive? And how do we hire so that we attract every bit of potential talent that can add value at our organisation?  

Organisations are increasingly prioritising EDI and employee wellbeing, recognising the link with a responsible and high-performing workplace. But within EDI, neurodiversity remains a substantially overlooked area. This is a reflection of the lack of understanding in society until very recently.    

The problems of overlooking neurodiversity are now becoming clear - for example, overlooked talent pools, not enabling people to be their most productive at work, and detrimental impacts on employee wellbeing. And, as our survey results show, it’s increasingly clear that there’s often a disconnect between business aspirations and commitments to creating a diverse, fair and inclusive organisation, and the reality for their neurodiverse teams on the ground.   

70% say EDI is a critical priority for their organisation and a high 83% say employee wellbeing is. However, just 60% say that neuroinclusion is a focus for their organisation and a low 33% say it’s in their EDI strategy or action plan.  

When asked about their experiences at work, just under half (53%) of employees surveyed say their organisation has an open and supportive climate where employees are able to talk about neurodiversity. And, worryingly, a third of neurodivergent employees surveyed said their experience at work in relation to their neurodivergence has had a negative impact on their mental wellbeing.     

However, over the past few years there has been gradual progress. Neurodivergent self-advocacy has grown. And leading organisations have begun to recognise and act on the importance of embracing neurodiversity in their teams, many finding that the upside outweighs the minimal time and effort to adjust workspaces and work processes to be inclusive to people with alternative thinking styles. Focusing on neuroinclusion is already giving those organisations an advantage – hiring people they wouldn’t have hired, making better managers, boosting comfort at work, supporting retention, and bolstering creative problem-solving.  Take a look at our survey report for more detail on what employers are saying about the business benefits of neuroinclusion.   

The business case for EDI has highlighted the importance of 'diversity of thought' – get people with different perspectives, backgrounds and experiences in a room, and your team will be more innovative and creative. However, to realise these benefits, your organisation needs to be neuroinclusive, with a dedication to equality of outcomes for all types of thinkers.   

Neurodiversity can seem a complex topic at first, given it’s often hidden and there’s a lack of awareness and understanding in wider society of the topic. Yet, as this guide and accompanying survey report make clear, embracing it offers real business value.  

Embracing neurodiversity is becoming ever more expected by an increasing number of job candidates who are looking to work for a socially responsible organisation, whose values and stated commitments match the reality of working there. There is a growing expectation for employers to be flexible and supportive and to have a culture where people are able to be themselves and do their best work. Our survey data shows the benefits for employees and for organisations of action.  

Neurodiversity is vital for the future of work. By committing to ensuring your organisation is neuroinclusive and there is equality of opportunity and outcomes for all types of thinkers, you can ensure your organisation doesn’t get left behind.   

Definitions relating to neurodiversity are contentious and not uniform. Here we provide ‘working definitions’ to help develop the neurodiversity conversation in the workplace along consistent – and not confused – lines. These represent Uptimize’s own current working language, which is inspired and guided by both subject matter experts and community focus groups, but may be subject to change over time, with changing cultural perspectives or patterns of popular usage.    

It’s also important to respect individual preferences about language and terms. For example, some people may prefer 'person-first' language such as ‘I am a person with dyslexia’, for example, while others prefer the ‘identity-first’ format of ‘I am dyslexic’. In this guide, we use the latter throughout – the overwhelming preference expressed in Uptimize’s focus groups with the neurodivergent community - but it’s important to respect individual preferences. It’s always good to check if you are uncertain about which type of language to use with a neurodivergent colleague or candidate.    

When deciding on terminology and language in your organisation, it can be helpful to engage with employees about your approach and explain the terms you use and why you’ve chosen them, acknowledging that some people may prefer different terms.     

Neurodiversity is the natural variation in human brain functioning. It refers to the fact that all human brains are wired differently in terms of information processing, communication and sensory processing.  

Neurodivergent - while all brains are different, some people with broadly similar ways of thinking, communicating and processing information can have a sense of shared identity and experience. For example, an identity as autistic, dyslexic, or as an ADHDer. For many, the spark to such an identity comes through receiving a specific medical diagnosis or diagnoses.   

People who possess one or more such identities often identify and are referred to as 'neurodivergent' – someone who does not is typically referred to as 'neurotypical'.  

It is estimated that around 1 in 5 people may identify as having one or more neurodivergent identities.     

The term neurodivergent is a mainstream term for this large and varied group, many of whom possess multiple (neuro)identities and who are represented in all age, gender, ethnic and cultural groups.      

Neurodivergence - the state of being neurodivergent. It’s worth noting that a common misuse of language is to talk of ‘an individual’s neurodiversity’ – better would be ‘an individual’s neurodivergence’.    

Neurodiverse - humans are neurodiverse, meaning everybody has a different brain, and the same goes for organisations and teams. An individual who identifies as autistic, for example, is better described as neurodivergent.     

Neurotypical - the common use of this term is for someone who doesn’t consider themselves neurodivergent. However, in reality, neurotypicality is contextual: an autistic person in a team with many other autistic people would probably not consider themselves atypical in that context. Modern workplaces and hiring processes tend to be geared towards people with the most commonly occurring preferences and traits which can lead to norms (including the design of workplace processes, environments, management approaches or in the way work is organised) that disadvantage others.     

Neuroinclusion - neurodiversity inclusion or 'neuroinclusion' involves consciously and actively including all types of information processing, learning and communication styles.   

Neuroinclusion is lacking in many organisations, as our survey report shows. Many people are unfamiliar with the concept and organisations unaware of its importance. Starting small and slowly is fine, but this needs to signal the start of an ongoing effort to embed neuroinclusivity across everything your organisation does. Having one speaker or ‘lunch and learn’ session is helpful in launching the conversation and demonstrating interest, but more is needed to ensure genuine, positive cultural change.   

Remember, every team is neurodiverse by definition – as no two brains are alike. What can we all do proactively to ensure maximum comfort and inclusion for a diverse range of people?  Consider practices that create an inclusive workplace for all types of thinkers at work. Examples of this in practice include office design, flexibility in how work gets done, as well as when and where people work, managers proactively catering for different preferences in communication and how they give instructions, or how meetings are held.  

Some individuals may also need tailored support - and it’s important to ensure that this is provided in a person-centred way. This involves creating a culture where people feel able to ask for what they need, knowing their privacy will be respected. Having a culture of psychological safety is essential if people are to ask for support at work. Be guided by the individual (don’t make assumptions) about what they need to perform at their best at work. Don’t question it or compare them to others. Everyone’s needs will be different, including people who share the same neurodivergent identity, and what helps people with similar challenges will also be different.     

There are lots of ways this can go wrong. For example, employees may not feel they can ask for adjustments or may not be sure how to. Also, managers and HR can rush to ‘solutions’ without properly ensuring these are actually needed. It’s important to understand what someone is finding challenging and explore options that may help, ensuring they are listening to the individual.    

People professionals should work with managers to ensure they know how to have open and effective conversations with their teams and individuals. It can be helpful to give managers examples of adjustments that have been made in the organisation, but make it clear this isn’t an exhaustive list, and it’s important to seriously consider all requests. Also, it’s important to invite requests for workplace adjustments from everyone to ‘normalise’ the conversation and ensure those who may not know they are neurodivergent feel able to request support, adjustments and flexibility.   

Aim for a culture where people, on an individual and team level, are:  

• aware of neurodiversity in project work and teams  
• better informed of the experience of neurodivergent people at work and the many barriers that can exist which prevent people performing at their best  
• respectful of difference and recognise the value of diversity (which is more than just accepting diversity)  
• willing to surface and explore working preferences, recognising their way isn’t the only way.  

The value of neurodiversity awareness training across an organisation should not be underestimated as it can help develop a general awareness, understanding and appreciation of colleagues. This is vital as, for example, there is a risk that uninformed co-workers may see a neurodiverse colleague who is having difficulty with one aspect of their role as lazy or inept. This can then make employees less willing to disclose, fearing negative repercussions – a ‘reactive’ decision to disclose under such pressure can be met with scepticism (further discouraging others from disclosing). In extreme cases, there may be bullying or complaints about a neurodivergent colleague’s work or behaviour at work.   

Through suitable training, employees can become comfortable talking about neurodiversity. Establishing a basic etiquette will help put neurodivergent employees at ease, while also allowing management and colleagues to approach issues without fear of ‘getting it wrong’. Training can also prepare employees to respond sensitively to a colleague disclosing as neurodivergent, or consider how to conduct group project work in a manner that is inclusive and optimises productivity. The aim should be to normalise conversations about neurodiversity, with the emphasis being on the value of diversity as well as on the importance of inclusion and equality for all.  Representational diversity alone won’t deliver business benefits without an inclusive workplace and commitment to equalities. 

Organisations with a strong focus on neuroinclusion commonly report more cohesive and stronger teams. There’s more potential for true ‘diversity of thought’ as team members are able to contribute their ideas and fully use their skills and talents. And teams find the right balance between process and creativity.    

In a neuroinclusive organisation, leaders appreciate and look to leverage the neurodiversity of their teams. Managers lead with neurodiversity in mind, from ensuring clarity of communication, to taking responsibility for understanding each employee’s strengths and challenges and developing with that employee a structured path for career progression. They also take time to introduce change (and the reasons for it) sensitively.    

Neuroinclusive management also involves a willingness to be highly person-centric in management style and manager assistance offered. An increased understanding of neurodiversity leads to something of a perspective shift in management. It’s become clear that managing in a way that considers neurodiversity is likely to benefit the whole team.    

In addition, great attention is paid to ensuring a high level of psychological safety where ideas are welcomed from everybody, and people feel able to speak up (for example to ask for adjustments or call out where something isn’t inclusive) without fear of negative consequences. 

Recruitment should be conducted with neurodiversity in mind across the board. This includes:  

• intentional role planning  
• inclusive job descriptions  
• careful filtering  
• ensuring all materials sent to the applicant about the job or an assessment are clear and digitally accessible  
• inviting reasonable adjustment requests  
• intentional use of assessments  
• well-informed interviewers  
• efforts to improve the candidate experience throughout.   

Conventional recruitment processes designed without consideration for neurodiversity can unintentionally exclude neurodivergent talent. This can result from the style of job descriptions discouraging applications, unempathetic interviewers unnecessarily punishing a lack of eye contact or unconventional body language at interview, or from neurodivergent applicants being confused or rushed by additional assessments or tests.   

Simple changes across the recruitment process can – as with other aspects of neuroinclusion – have broader benefits beyond the neurodivergent demographic.   

Employers that stick too rigidly to uniform competency-based job descriptions risk excluding neurodivergent applicants who may excel in certain areas but underperform in others. Avoid the pitfalls of re-using past job descriptions that may include skills requirements that are not necessary for the role in question. Be aware of what can be the tendency – however conscious or strategic – to look to hire generalists, who appear to tick ‘all’ possible boxes relating to a particular work role when insisting on the broad skillsets of more generalist profiles (or similar) may exclude individuals with narrower and deeper strengths.  

Make it easy for people to see what the core skills for the role are, otherwise an applicant may read the role description as if all the requirements are essential and not apply despite excelling at the core skills. Do not include skills such as ‘excellent communication skills’ as ‘must-haves’ if they are ‘nice-to-haves’ as this could dissuade talented applicants (particularly autistic people, who may be more literal thinkers, and dyslexic people, some of whom may fear the requirements for written communication skills) from applying. Ensuring role descriptions are as clear and concise as possible, avoiding jargon, will also benefit all applicants.   

Lastly, including a diversity and inclusion statement in the job description – stating you are happy to discuss reasonable adjustments – signals that your organisation consciously welcomes candidates with different identities and thinking styles.   

Some key considerations when using conventional interviews: 

• recognise that interviews are generally more a test of social competence than ability to perform specific job tasks of a particular role   
• let candidates know what to expect, and how to get there (for in-person interviews) 
• choose a suitable, quiet space free from distractions  
• be aware of the bias of ‘first impressions’ and avoid penalising unconventional body language or an apparent lack of social interaction skills  
• offer adjustments for the interview such as longer answering time, or providing the outline of any tasks or questions in advance.   

Neuroinclusive interview training helps interviewers to enable an applicant to perform at their best in this form of assessment. There is a substantial risk that ill-informed, unempathetic interviewers could make negative judgements on an applicant’s suitability for a role.    

Beyond interviews, consider alternative assessment methods, for example work trials, practical assessments (either in person or remote) and mini apprenticeships. These all have the benefit of focusing on the applicant’s ability to perform the job role.  

There is a risk that highly talented neurodivergent employees miss out on opportunities for career progression. This could be for several reasons, ranging from challenges with self-confidence and self-advocacy on the part of the employee, to senior staff wrongly believing neurodivergent employees will not make effective managers, or established views of what a leader looks like.     

For some neurodivergent individuals, the practical demands of conventional management –from unpredictable social interactions to the need to organise not just oneself but others – may not fit with their own skills and strengths. However, those responsible for promotion decisions should not make assumptions about someone’s career aspirations and potential. Individual aspirations will be highly varied, and assumptions that neurodivergent professionals will typically be unsuited for leadership roles are incorrect and must be avoided and challenged. All employees should feel able to have an open conversation with their line manager about their ambition and the opportunities available.     

It’s worth remembering that some people with outstanding technical skills and deep domain interest may not necessarily want to move into management – they may instead want to maximise the opportunities for recognition and progression in their chosen field. Organisations should consider designing jobs and alternative career paths for such technical specialists to ensure they feel valued and can benefit from progression if the management route is not the right one for them.     

When people do move roles, providing a workplace needs assessment for the new job can enable coping strategies and adjustments to be deployed, as well as the person being able to discuss how they can best use their strengths in the new role. Once again, this practice has the potential to benefit everyone, enabling all employees to perform at their best.     

As neuroinclusion is infused across the business, there is likely to be a ‘spillover’ effect from your internal work with employees to interactions with customers, suppliers and other stakeholders where interactions are more effective. This can be built on with targeted work to ensure all stakeholders’ experiences of your organisation are neuroinclusive. For example, your salespeople may become more attuned to their prospective clients’ communication preferences and information processing styles, enabling them to tailor their interactions and presentations to suit these individual preferences. And it’s easy to see how employees in a customer service role could be better able to respond to customer needs and find appropriate solutions to problems if they have an awareness and appreciation of neurodiversity.   

People professionals and EDI leads have a crucial part to play in sparking and facilitating action on neuroinclusion, encouraging and equipping employees to engage and take ownership for organisational progress. Upskilling in this area may be necessary - just 56% of employers we surveyed agreed or strongly agreed that employees with HR responsibilities feel capable and confident to support neurodivergent individuals at work. In addition, change and project management skills will support progress. They have a key role in influencing upwards (or horizontally with other business leaders) as well as across business functions to ensure neuroinclusion is an organisational priority. Neuroinclusion needs to be an integral part of EDI efforts, which requires sponsorship from leadership and strong manager engagement.    

People professionals should also engage with employees, including inviting input on plans for progressing neuroinclusion. Employee input can be very helpful, for example to inform planning, feedback on proposed communications, or to contribute to or even lead initiatives in this area. Employees may want to contribute due to personal identification with the area or through having neurodivergent family members, or through a strong belief in fairness, to name but a few reasons. However, although it’s important to invite participation, this should not be expected.     

HR can also make a significant contribution by both raising awareness about neurodiversity and the importance of having a neuroinclusive organisation, and in upskilling people to enable progress to be made. Also, formal policies and processes should be scrutinised through a neuroinclusive lens.     

Overall, neurodiversity needs to be positioned to the wider organisation as a journey to excellence, not a ‘discrete then completed’ project. HR has unique people insight to inform work in this area, ensuring the approach to neuroinclusion is inclusive, constructive and positive.     

Like all aspects of EDI, neurodiversity concerns aspects of people’s identity that are personal to them. Many people don’t have a conscious neuroidentity, and many that do may not want to share it. So, importantly, it’s not about ‘finding out who is who’, it’s about building a more neuroinclusive landscape that’s ultimately good for everybody, no matter their way of processing information, learning and communicating.    

Leaders, by virtue of their formal role and position of power, have a significant influence on organisational culture. Their behaviour and actions are often viewed as ‘what’s expected round here’. It’s therefore critical they ‘walk the talk’ when it comes to the organisation’s values and commitments on improving EDI.  

However, just over half (56%) of the senior managers with decision making influence told us that, in their organisation, senior leaders appreciate the value of neurodiversity and the importance of having a neuroinclusive organisation. And 53% said leaders show commitment to neurodiversity inclusion through their actions and behaviour. Training and guidance for leaders is important to enable them to fulfil their role in creating a truly inclusive workplace.   

Senior leadership championing neurodiversity - and making it clear the organisation takes neurodiversity seriously - sends a positive signal both internally and externally. This could include speaking or blogging about neurodiversity in the organisation or sponsoring and being a visible part of their organisation’s own neurodiversity-at-work programme.   

Some leaders may have their own direct personal connection to neurodiversity – and, for that reason, be particularly keen to be an advocate and supporter of their own organisation’s initiatives in this area. Others may see the benefits of neuroinclusion and want to personally contribute to ensuring equality of opportunity, treatment and outcomes in their organisation.   

Much research has shown that managers’ behaviour and management style is a significant influence on an individual’s working experience, impacting employee engagement and wellbeing. Managers are also a key influence on whether someone decides to leave an organisation.     

Neuroinclusive management and leadership means recognising the neurodiversity of your team and taking steps to embrace and leverage different types of information processing, learning and communication styles. It means thinking about team members’ strengths and their individual preferences in how they like to work, and designing work in a way that leverages that. It’s about thinking about and valuing the skills and strengths of the team as a whole rather than requiring each individual to be a ‘generalist’.     

Implementing people management policies and processes in an inclusive way is a key part of creating a neuroinclusive organisation. However, managers need to have training in how to do this and ongoing guidance from HR when required. Managers’ jobs also need to be designed in a way that gives adequate emphasis and time to the people management and EDI aspects of their role.    

It’s also very important that managers and people professionals feel capable and confident to discuss neurodiversity and know how to respond when someone tells them about their neurodivergence or asks for adjustments at work (including what not to say). Training for managers is a staple feature of leading organisations’ neuroinclusion initiatives. This can provide managers with a core understanding of the reality of neurodiversity, strategies for responding to disclosure, giving clear instructions, assisting with potential challenge areas, introducing change sensitively, and so on.    

Neuroinclusion, like all aspects of EDI, is not the sole responsibility of people professionals and EDI leads. Everybody has their own part to play.    

All staff can contribute to developing a neuroinclusive culture through:  

• learning about neurodiversity and its importance at work 
• considering neurodiversity in all interactions  
• being an inclusive collaborator on projects and in meetings, recognising and appreciating the different perspectives and ideas individuals bring to the group and enabling everyone to contribute  
• knowing how to respond if someone tells you they are neurodivergent  
• having positive conversations around individual preference, for example in terms of ways of working, information processing, learning, and communication styles   
• if interviewing job candidates, taking a neuroinclusive approach to hiring.    

Establishing a basic etiquette will help to put neurodivergent employees at ease, while also allowing management and colleagues to approach issues without fear of ‘getting it wrong’. Training can also prepare employees to respond sensitively to a colleague disclosing as neurodivergent, and how to conduct group project work in a manner that is inclusive to neurodivergent team members and optimises productivity.    

Get started 

Neurodiversity is no longer simply a potential future priority. Many organisations have started already. It’s now with you to ensure you don’t get left behind.     

Get neurodiversity on your organisation’s agenda  

Lead the way in showing how your EDI and wider people commitments cannot be fulfilled without making an organisational effort to include and consider neuroinclusion.  

Invite employee participation  

Invite anybody who might want to contribute with their own experiences or time to making the organisation neuroinclusive and with specific activities.    

Consult with an employee resource group, if your organisation has one on this topic. For example, invite their feedback and input on the planned approach to making the organisation neuroinclusive and related communications, including the language and terminology you plan to use.     

However, don’t expect or force anyone to get involved. And respect that people may feel comfortable contributing in certain ways and not others.     

Build awareness and tactical competence  

You could supplement the provision of neuroinclusion training and support resources with sharing links to expert organisations in the area, and by inviting employees to share personal stories or experiences (though, this should be totally 'opt-in' with no pressure).    

Invite leaders to sponsor and advocate for the topic. For example, to sponsor an employee resource group, encourage them to take part in training on neurodiversity inclusion themselves and advocate others do the same, encourage them to talk about EDI and the importance of neuroinclusion in appropriate forums.    

Critically review all aspects of your people management approach for neuroinclusivity  

Look at both the formal and informal aspects of how your organisation operates. Critically review policies, processes and technology – have these been designed with neurodiversity in mind?    

Then examine how each of the formal systems and policies are implemented and used. For example, if neurodiversity awareness is highlighted in hiring policies, are managers trained on how to write job descriptions or interview in a neuroinclusive way?  

Recognise that regardless of your organisation’s commitment to EDI, there may be some way to go to be truly neuroinclusive.  

Remember, your organisation is by definition neurodiverse – everybody has a unique brain – so this is not just about hiring new talent; it’s also about being inclusive of all the different thinkers you already have, regardless of how many have felt comfortable enough to disclose as neurodivergent.  

An essential first step is to understand where your organisation is now in terms of neuroinclusion, create and commit to a plan of action, and then act on it. The important thing is to demonstrate your lasting commitment to progress.  

Interestingly, our survey found that in those organisations where HR is seen to feel capable and confident to support neurodivergent individuals at work, employers reported positive impacts of their neuroinclusion activities on various organisation outcomes. Therefore, HR upskilling in this area is important to deliver on neuroinclusion and improve outcomes.  

Progress on any aspect of EDI requires people to feel comfortable talking about it. Raising awareness among all staff of neurodiversity and the importance of a neuroinclusive workplace can help to build understanding and consideration of others’ working styles and preferences.  

We need to start talking about neurodiversity, based on an understanding of what it means and its benefits for teams and organisations.  

People will more readily ask for support or adjustments at work, to be able to perform at their best, if they feel psychologically safe to do so, and that people won’t judge or make inaccurate assumptions. However, the survey found that around three in 10 neurodivergent employees haven’t told their line manager or HR about their neurodivergence.  

The majority of workplaces have not been designed with neurodiversity in mind. That includes people management approaches, including policies, and it’s now time to change that.  

Everyone’s brains work differently – attention to neurodiversity benefits everybody. Don’t wait for people to tell you they are neurodivergent – many may not want to.  

People managers need to consider neurodiversity in the way they manage their team on a daily basis. Everyday interactions shape our working experience. People should feel included, that they’re treated with dignity and respect, and that their contribution is valued.  

Neuroinclusive management also involves a willingness to be highly person-centric in management style and manager assistance offered. An increased understanding of neurodiversity leads to something of a perspective shift in management. It has become clear that managing in a way that considers neurodiversity is likely to benefit the whole team.  

Yet there appears to be a mismatch here, as, although 73% of employers report that their organisation encourages managers to get to know people in their team as individuals, what they enjoy doing and what they find challenging, only 46% of employees say their manager designs and allocates work based on individuals’ strengths and interests. Perhaps this could be in part due to a lack of manager training on neuroinclusion.  

It’s essential that great attention is paid to ensuring a high level of psychological safety where ideas are welcomed from everybody, and people feel able to speak up (for example to ask for adjustments or call out where something isn’t inclusive) without fear of negative consequences.  

It’s also important to critically review all people management policies and processes to make them neuroinclusive, from hiring to training and development and the way people progress in the organisation. Ensuring equality of opportunity and outcomes is vital. Formal policies and processes shape and help set the tone of the informal interactions. However, in reality there is a long way to go in this respect as only 19% of employers say that their organisation has reviewed formal people management policies to make them neuroinclusive.  

The survey results showed a significant difference between the percentage of neurodivergent employees and the percentage of neurotypical employees who feel supported at work to perform at their best. Furthermore, just 38% of employees surveyed overall feel their organisation provides meaningful support to neurodivergent individuals.  

Be guided by an individual in terms of what they need to perform at their best at work. Even people with the same ‘type’ of neurodivergence will be very different in the way they experience it, the way they prefer to work and their needs.  

Don’t make assumptions about what someone needs or what would benefit them at work. Allow people to advocate for what they know they need to be successful at work. Be guided by what they tell you and don’t question it or compare them with others.  

Invite requests for workplace adjustments from everyone to ‘normalise’ the conversation. Some people won’t know they may be neurodivergent or may not want to share aspects of their identity at work. In addition, people can benefit from workplace adjustments for many reasons.

Flexible working benefits the organisation as well as individuals. Even minor changes can make a big difference, and some degree of flexibility is possible, even in front-line roles.  

Flexible working (for example, flexibility in working hours and where you work) was the practice found to have the most positive impact on the organisation-level and people management-related outcomes that we asked about in our survey.  

However, it’s important to recognise that everybody works differently. Be sensitive to the fact that what works for you or others in the team may not work for everyone. Wherever possible, focus on outcomes more than ‘how and where’ people work.  

Sadly, a third of neurodivergent employees surveyed said their experience at work in relation to their neurodivergence has had a negative impact on their mental wellbeing. The most neuroinclusive organisations are constantly thinking about wellbeing, treating it as a never-ending journey towards excellence.  

The people management aspect of a manager’s role should be given due time and priority. Managers should regularly check in with their team and with individuals, giving people the opportunity to raise any issues and ask for support at work if they want to.  

Uncover and take action on the main causes of ill health (physical and mental) in your organisation, as well as responding to individual needs and circumstances. HR should carefully monitor wellbeing sentiment and take swift action to support people and address issues based on this.  

Your own neurodivergent staff are often well placed to inform you of how the organisation can be more neuroinclusive. Invite participation, but don’t expect it. In addition, don’t assume existing channels of two-way communication are, or feel, accessible to everyone.  

If you have a disability or neurodiversity-focused internal employee network, consult them on your strategy and approach, and invite members to take a leadership role in your neuroinclusion efforts. Be sure to recognise their contribution. However, remember not to over-rely on, or over-burden colleagues, for example, with educating the organisation. They have a day job, and organisations need to take the lead on improving EDI. Also, don’t assume someone wants to be involved, just because they identify as neurodivergent or have family or friends who do.  

Further reading 

Also by the author of this guide: THOMPSON, E. (2023) A Hidden Force: Unlocking the Potential of Neurodiversity at Work, Austin, TX: Greenleaf Book Group.  

ARCHER, D. (2015) The ADHD advantage: what you thought was a diagnosis may be your greatest strength, New York: Hudson Street Press.  

ARMSTRONG, T. (2011) The power of neurodiversity: unleashing the advantages of your differently wired brain, Boston: Da Capo Lifelong Books.  

AUSTIN, R.D. and PISANO, G.P. (2017) Neurodiversity as a competitive advantage, Harvard Business Review, accessed 6 October 2017.  

EIDE, B.L. and EIDE, F.F. (2012) The dyslexic advantage: unlocking the hidden potential of the dyslexic brain, New York: Penguin Putnam Inc. 

GRANDIN, T. (2015) The way I see it: a personal look at autism and Asperger’s (updated edition), Arlington, TX: Future Horizons.  

HARTMANN, T. (2016) Adult ADHD: how to succeed as a hunter in a farmer’s world, Vermont: Park Street Press.  

HIGGINBOTTOM, K. (2017) Why firms are embracing neurodiversity, HR Magazine, accessed 6 October 2017.  

McDOWALL, A, DOYLE, N. and KISELEVA, M. (2023) Neurodiversity at work: demand, supply supply and a gap analysis, Birkbeck, University of London, London, UK.  Available at: Birkbeck Institutional Research Online (bbk.ac.uk), accessed 3 January 2023.  

SCHEINER, M., with BOGDEN, J. (2017) An employer’s guide to managing professionals on the autism spectrum, London: Jessica Kingsley Publishers.  

SILBERMAN, S. (2015) NeuroTribes: the legacy of autism and the future of neurodiversity, New York: Avery.  

WALKER, N. (2014) Neurodiversity: some basic terms and definitions, accessed 6 February 2018.  

WEISS, J.A., ISAACS, B., DIEPSTRA, H. et al. (2018) Health concerns and health service utilization in a population cohort of young adults with autism spectrum disorder, Journal of Autism and Developmental Disorders, Vol 48. pp. 36–46, accessed 13 February 2018.  

Podcasts  

• ACAS: Thinking differently about neurodiversity
• CIPD: Neurodiversity: a vital aspect of workplace inclusion 
• Uptimize podcasts and webinars with different lenses on neurodiversity

Useful websites 

• Uptimize
• Access to Work
• British Dyslexia Association 
• Business Disability Forum 
• Disability Confident 
• Hidden Impairment National Group 
• Mind: ADHD and mental health 
• Mind: Autism and mental health 
• National Autistic Society