As a manager, how confident do you feel in supporting neurodivergent employees? Do you have the knowledge and tools needed to create an inclusive and productive environment? Many managers want to help but may not know where to start. This guide will provide practical steps to ensure you can support your neurodivergent team members effectively.
Why does it matter?
Neurodivergent people make up a significant proportion of the workforce, with estimates suggesting that around 15-20% of people are neurodivergent. This includes conditions such as ADHD, autism, dyslexia, dyspraxia, and more. As organisations strive for inclusivity, it’s essential for managers to develop the skills and awareness needed to support neurodivergent employees effectively.
Without the right support, neurodivergent individuals can face barriers that hinder their ability to thrive at work. These may include challenges with communication, sensory sensitivities, executive function difficulties, or workplace structures that are not designed with neurodivergence in mind. However, with the right adjustments, these employees can bring immense value, offering unique problem-solving skills, creativity, and innovative thinking.
What can you do as a manager?
The first step is to build your awareness. Let’s start with a glossary of common terms.
Glossary of Common Terms
Neurodivergent (ND) – A term used to describe individuals whose brains function in ways that diverge from the majority of the population. Examples include Autism, ADHD, Dyslexia and Dyspraxia etc.
Neurotypical (NT) – Someone who doesn’t consider themselves Neurodivergent and who’s neurological development aligns with the majority of the population.
Neurodiverse: Used to describe the differences between all individuals across a population, we’re all neurodiverse in that we all have different brains. With this in mind, it’s more accurate to describe someone with ADHD as Neurodivergent, not Neurodiverse.
Executive Function – The cognitive processes responsible for organisation, planning, and self-regulation, often challenging for neurodivergent individuals.
Masking – The act of suppressing neurodivergent traits to conform to neurotypical expectations, often leading to stress and burnout.
Reasonable Adjustments – Workplace modifications made to support employees, such as flexible working hours, noise-cancelling headphones, or written instructions.
Access to Work – A UK government scheme providing funding and support for disabled employees, including neurodivergent individuals.
ADHD (Attention Deficit Hyperactivity Disorder) – A condition affecting focus, impulsivity, and executive function. It can present as inattentiveness, hyperactivity, or a combination of both.
Autism – A spectrum condition that affects social communication, sensory processing, and flexibility of thought. It can involve heightened or reduced sensitivity to sensory inputs and differences in interaction styles.
Dyslexia – A learning difference affecting reading, writing, and spelling.
Dyspraxia (Developmental Coordination Disorder, DCD) – A condition affecting coordination, motor skills, and spatial awareness, which can impact handwriting, movement, and organisation.
Dyscalculia – A learning difference that affects numerical understanding, arithmetic, and mathematical reasoning.
Dysgraphia – A neurological condition that affects writing abilities, including handwriting, spelling, and organising thoughts on paper.
Tourette’s Syndrome – A neurological condition characterised by involuntary movements and vocalisations known as tics. Tics can be motor (e.g., blinking, head jerking) or vocal (e.g., throat clearing, repeating words or sounds).
Umbrella Term – A broad category that includes multiple related conditions or identities. Neurodivergence is an umbrella term that encompasses various neurological differences, such as ADHD, autism, dyslexia, dyspraxia, and more.
This isn’t an exhaustive list, here are some websites where you can find out more:
