Practical strategies for inclusion
Neurodiversity refers to wide-ranging variation in human cognition (Singer, 1999); it includes people with autism, attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia and other conditions (Volpone et al., 2022). The term has also been applied to mental health conditions such as obsessive-compulsive disorder (e.g., Ampe & Rammant, 2023). It has also been described in terms of large variation in cognitive abilities – such as verbal skills, working memory and processing speed—sometimes referred to as a ‘spiky’ profile (Doyle, 2020).
Historically, these conditions have been regarded as developmental disorders (LeFevre-Levy et al., 2023). However, many neurodivergent individuals object to their characteristics being framed as disabilities or impairments (Russo et al., 2023). Instead, scholars and practitioners are increasingly regarding neurodivergence as normal human variation (Krzeminska et al., 2019). There is also increasing recognition that neurodivergent individuals possess valued talents and perspectives (Sutherland, 2016), and they can address talent shortages.
In a workplace context, neurodivergent individuals often face numerous challenges. As well as stigmatisation and discrimination, they may face difficulties in gaining employment, managing role requirements, and navigating work systems that were designed for neurotypical employees (Ott et al., 2022). They may also face difficulties in terms of miscommunication with colleagues and sensory overstimulation (Russo et al., 2022).
Although many organisations have embraced principles of diversity, equity and inclusion (DEI; Gill et al., 2018), only a minority of DEI programs have adopted initiatives that focus on neurodiversity (Davies, 2023). Because neurodivergent individuals do not represent a homogenous group (Russo et al., 2022), adapting work to become more inclusive towards neurodivergent individuals can present major challenges.
To address these challenges, organisations should establish a neurodiversity strategy, which should be established within a wider workforce strategic plan. The strategy should be communicated to managers and employees at all levels, and it should have sponsorship from the organisation’s most senior leaders (Ott et al., 2022).
When establishing such a strategy, there are five areas that organisational leaders and policymakers should consider.
1. Promote education and awareness
Ideally, education about neurodiversity should be incorporated into an organisation’s broader approach to learning and development and its DEI strategy. For instance, it could be incorporated into employees’ onboarding process, ongoing training and development programs, and online training resources.
This education should cover topics such as the different types of neurodivergent conditions, the preferred terminology to use, the common challenges and strengths each population may experience, and examples of work adaptations for supporting neurodivergent individuals. The education should emphasise that no two neurodivergent individuals (even with the same condition) are exactly alike, and that work adjustments should be individually negotiated and tailored.
For managers, education should provide clear guidelines regarding the range of modifications that can be made to work practices and systems to support neurodivergent employees. It should support them in having conversations with neurodivergent employees about how work can be tailored to support their unique needs.
Organisations should also consider incorporating educational materials developed by support organisations, such as Aspect Australia, ADHD Australia, and the Australian Dyslexia Association. Resources from Neurodiversity Celebration Week could be used to support the planning of a local event, in which the contribution and achievements of neurodivergent employees are recognised and celebrated. Such initiatives can also be used to encourage open conversations about neurodivergent employees and the successes they have achieved. Practitioners can also explore the APS range of neurodiversity related education and training.
2. Adapt recruitment and selection system for neurodivergent job candidates
Neurodivergent individuals are overrepresented in the unemployment statistics (LeFevre-Levy et al., 2023), and this problem may be at least partially due to their unique difficulty in navigating organisations’ recruitment and selection processes.
To attract neurodivergent candidates, employers may consider widening the search for high-potential recruits. For example, Mahto et al. (2022) suggest working with organisations that support neurodivergent individuals, such as employee support organisations or universities offering targeted graduate employment programs. Employers may also consider developing an employee value proposition (EVP) in consultation with these partners, highlighting the value that neurodivergent employees can bring, the availability of support networks, and the types of flexible work arrangements that can be accessed by employees.
Common employee selection methods may significantly disadvantage neurodivergent candidates. For example, reading-based assessments that require rapid verbal processing speed may disadvantage candidates with dyslexia. Selection methods involving a social component—such as interviews or assessment centres—may disadvantage autism-spectrum candidates. Employers should also consider that hiring algorithms may be biased against neurodivergent individuals if they have been trained on data from neurotypical candidates (Mahto et al., 2022).
Employers can also adjust employee selection methods to make them more equitable for neurodivergent candidates. For example, interviews could be modified to provide candidates with the questions before the interview, 'trick' questions could be eliminated, and candidates could be given greater time to respond. Interviewers could also be trained to focus on job-related selection criteria, and disregard atypical behaviour such as lack of eye contact.
Ott et al. (2022) also recommend adopting a strengths-based approach to employee selection, providing neurodivergent candidates the opportunity to showcase their capabilities, such as through practical demonstrations.
3. Support neurodivergent employees through adjustments to workplace policies, practices and systems
Organisations often struggle to implement work systems due to diversity and equity concerns, and perceptions about the fair treatment of employees (Harris & Foster, 2010). Because disclosures of neurodivergent conditions are rare (Russo et al., 2022), and because organisations may have legal obligations to protect employees’ privacy, there is a risk that accommodations may be misperceived as preferential treatment rather than equity (Volpone et al., 2022).
Therefore, it is important for any changes to occur in a broader climate of diversity and inclusion, where reasonable accommodations are widely available to meet a variety of employee needs and circumstances. An advantage of such flexibility is that it does not necessarily require disclosure of a formal medical diagnosis of a neurodivergent condition (LeFevre-Levy et al., 2023). Moreover, flexible organisational systems and structures can benefit most employees if applied fairly and appropriately.
Praslova (2024) developed the Canary Code, a model for creating inclusive organisations that supports marginalised populations and can benefit most employees. This model covers six guiding principles that can be applied across the employee life cycle to foster an inclusive environment.
The six principles are:
Participation: Fit the job to the person, rather than fit the person to the job; include individuals in crafting their job to adopt approaches and find reasonable adjustments
Outcome Focus: Focus on the substance rather than style for measuring success in a role
Flexibility: Consider how barriers could be removed in terms of work style, time, and place
Organisational Justice: Ensure policies and processes are applied fairly
Transparency: Increase clear communication and remove unclear or obscure messaging, consider creating check-in opportunities to clarify messages
Valid Measurement: Measure role-specific skills using valid and objectives measures to manage biases
Doyle (2020) also provides a summary of different types of adjustments and example activities, which are listed in the below table. The table also includes additional recommendations from the College of Organisational Psychologists’ incubator event. This list is non-exhaustive and non-prescriptive; any adjustments should be negotiated with individual employees to align with their unique capabilities and needs.
|
Adjustment type
|
Example activity
|
|
Work environment flexibility
|
Reducing sensory distractions through use of private meeting rooms and availability of other quiet spaces; noise-cancelling headphones; redesign of shared working space.
|
|
Location and schedule flexibility
|
Avoiding rush hour travel to prevent sensory overwhelm; remote working to avoid sensory overwhelm, improve concentration, and reduce social communication demands.
|
|
Job crafting
|
Giving employees the opportunity to lead a conversation about how their job can be modified to better align with their knowledge, skills, capabilities, and personal needs.
|
|
Supervisor or co-worker support
|
Additional feedback time with supervisor; differences in instructions provided—more clarity or concreteness given.
|
|
Support from different stakeholders
|
Peer mentoring networks within the company; allowing support activities via employee assistance, mental health, or family support throughout the working day; allowing access to stakeholder groups and charities throughout the working day.
|
|
Executive functions coaching
|
Workplace coaching to focus on areas such as planning, prioritisation, organisational skills using workplace coaching psychology.
|
|
Training
|
Adjustments to training provision including sending materials in advance or providing additional induction training.
|
|
Work-station adjustments
|
Use of dual screens to improve concentration, whiteboards and other aide memoires; standing desks with wobble boards to improve access to movement through the day.
|
|
Assistive technology and tools
|
Speech-to-text, text-to-speech software to reduce demands on literacy, handwriting skills and improve concentration; mind mapping software to support shift from overview to detailed thinking; specialist spell checkers designed for dyslexia; planning and memory software.
|
|
Literacy coaching
|
Targeted coaching based on the literacy requirements of the role rather than teaching basic skills; such coaching may focus on activities such as speed reading, making notes whilst reading, summarising or structuring and planning written work.
|
4. Create a supportive social environment for neurodivergent individuals
As neurodivergent employees often struggle to navigate traditional workplaces, creating an inclusive social environment is essential for supporting employees’ well-being and helping them to succeed in their role.
Demonstrating the organisation’s broader commitment towards diversity, equity and inclusion is essential for ensuring that specific neurodiversity initiatives succeed. This commitment should be reflected in a comprehensive workforce strategy; it should have clear support from senior organisational leaders, and it should be embedded within policies, practices and performance metrics.
Establishing support networks for neurodivergent employees is one approach that can help build inclusivity. As well as promoting social connectedness and belonging, networks create opportunities for mentoring and peer support, enabling participants to discuss common challenges (Ott et al., 2022).
An organised network also helps neurodivergent employees to have a greater collective voice in expressing concerns to management. It also provides the organisation a point of communication for discussing proposals and soliciting feedback. By establishing norms of support, such networks can also help employees to decide whether to disclose their condition.
For neurodivergent employees’ ongoing growth and development, Mahto et al., (2022) recommend adopting a tailored, strengths-based approach to career planning. Such an approach should recognise employees’ aspirations, capabilities and work preferences. Russo et al. (2023) also recommend that organisations attempt to address and manage unconscious biases about neurodivergent employees that may limit their career advancement. For example, it could address the assumption that employees could only succeed in highly technical roles (cf. Goldfarb et al., 2024).
5. Develop leader capabilities to work with neurodivergent employees
While organisations may establish programs intended to support neurodivergent employees, it is ultimately managers who are responsible for implementing them and who regularly interact with neurodivergent employees (Russo et al., 2022). Therefore, leader support for neurodiversity initiatives is extremely important for their success, as well as fostering and maintaining an inclusive culture.
Leaders play an important role in working with neurodivergent employees to support their social integration, negotiate any required accommodations, and help them to navigate workplace systems. However, many leaders lack experience managing neurodivergent employees (Russo et al., 2023). Therefore, it is important for managers to receive development opportunities to improve their capabilities in interacting with neurodivergent employees.
As Seitz (2022) observes, as many leadership models were developed in the context of neurotypical followers, they should be applied cautiously and thoughtfully when working with neurodivergent employees. Seitz recommends building trusted relationships with neurodivergent team members, individualised consideration of capabilities and needs when allocating team roles, and providing clear instructions and appropriate resources to meet goals.
More generally, leaders should work to promote an inclusive culture in which neurodivergent employees feel welcome. They should be mindful of their own biases and assumptions, and demonstrate the types of inclusive behaviours that they want to reinforce in others. They should also play an active role in soliciting feedback from neurodivergent employees about existing work practices and new initiatives (Ott et al., 2022). Finally, they should be open to modifying their own behaviour to work more effectively with neurodivergent employees.
Conclusion
The social model of neurodiversity stresses that ‘disability’ does not reside solely within the individual (Jurgens, 2020). Rather, the challenges faced by neurodivergent employees result from workplace practices, systems and cultures that were not designed for them (LeFevre-Levy et al., 2023).
By implementing a comprehensive neurodiversity strategy with the five key considerations outlined above, organisations can create a more inclusive and supportive work environment for all employees. This not only benefits neurodivergent individuals but also strengthens the entire organisation. A diverse workforce with a variety of perspectives and strengths is better positioned to innovate, solve problems, and achieve success.
References
Ampe, P., & Rammant, E. (2023). Great Minds Think Unalike: The Benefits of ADHD, Autism, Dyslexia and OCD. Lannoo Meulenhoff-Belgium.
Davies, G. (2023). The state of diversity, equity and inclusion in Australian workplaces. Australian Human Resources Institute. https://www.ahri.com.au/wp-content/uploads/DEI-Report-2023.pdf
Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021
Gill, G. K., McNally, M. J., & Berman, V. (2018). Effective diversity, equity, and inclusion practices. Healthcare Management Forum, 31(5), 196–199. https://doi.org/10.1177/0840470418773785
Goldfarb, Y., Assion, F., & Begeer, S. (2024). Where do autistic people work? The distribution and predictors of occupational sectors of autistic and general population employees. Autism, 0(0), 1–14. https://doi.org/10.1177/13623613241239388
Harris, L., & Foster, C. (2010). Aligning talent management with approaches to equality and diversity: Challenges for UK public sector managers. Equality, Diversity and Inclusion: An International Journal, 29(5), 422–435. https://doi.org/10.1108/02610151011052753
Jurgens, A. (2020). Neurodiversity in a neurotypical world: An enactive framework for investigating autism and social institutions. In H. B. Rosqvist, N. Chown, & A. Stenning (Eds.), Neurodiversity Studies: A New Critical Paradigm (1st ed.). Routledge. https://doi.org/10.4324/9780429322297
Krzeminska, A., Austin, R. D., Bruyère, S. M., & Hedley, D. (2019). The advantages and challenges of neurodiversity employment in organizations. Journal of Management & Organization, 25(04), 453–463. https://doi.org/10.1017/jmo.2019.58
LeFevre-Levy, R., Melson-Silimon, A., Harmata, R., Hulett, A. L., & Carter, N. T. (2023). Neurodiversity in the workplace: Considering neuroatypicality as a form of diversity. Industrial and Organizational Psychology, 16(1), 1–19. https://doi.org/10.1017/iop.2022.86
Mahto, M., Hogan, S. K., & Hatfield, S. (2022). A rising tide lifts all boats: Creating a better work environment for all by embracing neurodiversity. Deloitte Insights. https://www.deloitte.com/au/en/our-thinking/insights/topics/talent/neurodiversity-in-the-workplace.html
Ott, D. L., Russo, E., & Moeller, M. (2022). Neurodiversity, Equity, and Inclusion in MNCs. AIB Insights, 22(3). https://doi.org/10.46697/001c.34627
Praslova, L., N. (2024). The Canary Code: A Guide to Neurodiversity, Dignity and Intersectional Belonging at Work. Berrett-Koehler Publishers.
Russo, E., Ott, D. L., & Moeller, M. (2022). Is there a place for neurodiversity in the talent pool? In M. Latukha (Ed.), Diversity in Action (pp. 265–285). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80117-226-420221014
Russo, E., Ott, D. L., & Moeller, M. (2023). Helping Neurodivergent Employees Succeed. MIT Sloan Management Review, 64(3).
Seitz, S. R. (2022). Do traditional leadership theories work in a neurodiverse context. In S. M. Bruyère & A. Colella, Neurodiversity in the Workplace: Interests, Issues, and Opportunities (1st ed.). Routledge. https://doi.org/10.4324/9781003023616
Singer, J. (1999). ‘Why can’t you be normal for once in your life? From a “problem with no name” to a new category of disability.’ In M. Corker & S. French, Disability discourse (pp. 59–67). Open University Press.
Sutherland, A. (2016). Time to celebrate neurodiversity in the workplace. Occupational Health & Wellbeing, 68(11), 11.
Volpone, S. D., Avery, D. R., & Wayne, J. H. (2022). Shaping organizational climates to develop and leverage workforce neurodiversity. In S. M. Bruyère & A. Colella, Neurodiversity in the Workplace: Interests, Issues, and Opportunities (1st ed., pp. 16–59). Routledge. https://doi.org/10.4324/9781003023616
Acknowledgements
This article was stimulated by insights from the event: “Managing a Neurodiverse Workforce: Practical Strategies to Improve Inclusion” run by the APS College of Organisational Psychologists on 30th October 2023. I would like to thank Dr Emily Russo (Non-Executive Director at Autism Spectrum Australia), Mr Stuart Bashford (Deloitte) and Mr Andrew Baird (ANZ) for their presentations at this event. We would also like to acknowledge participating College members who engaged in roundtable discussions on the topics discussed in this article, and Katja Rembrandt for discussions about this article.