Introduction
Neurodiversity refers to the natural variations in how brains function and process information, encompassing a wide range of differences in thinking, learning, and behaving. It recognises that everyone's brain is unique and that there's a spectrum of normal human variation.
This webpage gives a brief overview of the main neurodiverse conditions, what language to use, some of the barriers people face, and suggestions of adjustments many neurodiverse people find useful.
What is Neurodiversity?
‘Neurodiversity’ is the umbrella term used to describe the neurological ways that people process information that are different from the accepted ‘norm’.
It often runs in families, and occurs in all genders, races, cultures, socio-economic groups, and intelligence scales.
Unlike some other terminology, neurodiversity’ includes strengths as well as some of the challenges and barriers that neurodivergent people may experience, it looks at the whole person and their environment, not just the perceived negatives.
ADHD (Attention Deficit Hyperactivity Disorder) is a neurodevelopmental condition that affects how the brain regulates attention, impulses, and activity levels.
It is not a behavioural problem or a result of poor parenting, it’s a recognised medical condition that affects both children and adults.
There are three main types of ADHD:
Inattentive type: Difficulty sustaining attention, forgetfulness, disorganisation.
Hyperactive-impulsive type: Fidgeting, restlessness, impulsive actions.
Combined type: A mix of inattentive and hyperactive-impulsive symptoms.
Symptoms typically appear before the age of 12, but many people, especially women and girls are not diagnosed until adulthood.
Autism spectrum conditions are several different neurological conditions that include a wide range of symptoms and different levels of ability.
These are developmental differences, something you tend to be born with.
One in every hundred people are thought to have an autism spectrum condition, although many won’t be diagnosed until adulthood, if at all.
People who have previously been diagnosed with Asperger’s Syndrome or Autism fall under what are now called Autism Spectrum Conditions.
Dyscalculia is a specific learning difficulty that affects a person’s ability to understand, learn, and work with numbers. It is sometimes referred to as “math dyslexia,” though this is not a clinical term.
Dyscalculia is not related to intelligence, people with this condition can be highly capable in many other areas.
It is estimated that around 5% of people in the UK have dyscalculia.
Dyslexia is a specific learning difficulty that primarily affects reading, spelling, and language processing.
It is not related to intelligence or vision, but rather to how the brain processes written and spoken language.
Dyslexia is lifelong and can range from mild to severe. It is often diagnosed in childhood but may go unrecognised until adulthood, especially in individuals who have developed coping strategies.
Dyspraxia or DCD is a condition that affects people’s movement and motor skills. It can make people more likely to trip, fall or bump into things, or it might affect fine motor skills such as typing or drawing.
It can also affect short term memory and planning and organisational skills.
Around 3-5% of adults in the UK are thought to have some kind of dyspraxia or DCD, with many people not diagnosed until adulthood.
Some people are born with it, for others it is acquired as a side effect to damage to the brain through stroke, head injury or another neurological condition.
- Communication Barriers: Complex language and reliance on verbal communication can create confusion and anxiety for neurodiverse colleagues.
- Sensory Overload: Open-plan offices, bright lighting, and constant noise can lead to sensory overwhelm, reducing focus and productivity.
- Rigid Processes: Complex workflows and inflexible schedules may not accommodate diverse working styles, making it harder for individuals to perform at their best.
- Social Expectations: Networking, informal conversations, and team-building activities can be stressful for those who process social cues differently.
- Performance Pressures: Traditional appraisal systems often prioritise speed and multitasking, which can disadvantage employees who excel in deep focus and accuracy.
These challenges can lead to increased stress, reduced engagement, and limited career progression for neurodiverse employees. Without proactive measures, organisations risk losing valuable talent and failing to meet their inclusion commitments.
Access to Work is a government initiative run by the Department for Work and Pensions designed to support individuals with disabilities and health conditions, including ADHD and autism, in accessing and maintaining employment.
This scheme helps overcome barriers, ensuring individuals can thrive in their work environments.
The scheme involves first applying and then being connected with a coach who will help with ongoing support, equipment suggestions and also mental health support if needed too.
Support/Guidance options
Providing individualised neurodiverse support requires a person-centred, collaborative approach, as needs and preferences vary widely among individuals, even with the same diagnosis.
The most effective strategy is to listen to the employee and co-develop a personalised support plan .
Encourage Open Communication: Foster an environment where staff feel safe and comfortable disclosing their neurodivergence and discussing their needs without fear of stigma or judgment.
Provide Awareness Training: Educate all employees and managers about neurodiversity, its strengths, and associated challenges to reduce misconceptions and promote empathy.
Model Inclusivity: Encourage senior leaders to be open about their own experiences, if applicable, to normalise the conversation and show a commitment to inclusion.
Focus on Strengths: Recognise and leverage individual strengths (e.g., attention to detail, creativity, problem-solving skills) and tailor tasks to align with them.
Listen First: Always ask the individual what specific tools, environment changes, or work styles would help them perform best.
Flexible Working: Offer options such as hybrid work, flexible hours, or alternative break schedules to accommodate different energy levels and sensory needs.
Sensory-Friendly Environment: Adapt the physical workspace by providing quiet zones, noise-cancelling headphones, adjustable lighting, or options for alternative seating (e.g., standing desks, balance balls).
Assistive Technology: Provide access to tools like text-to-speech or speech-to-text software, screen readers, or project management apps.
Documentation: Record agreed-upon adjustments in a "Workplace Adjustment Passport" that moves with the employee if they change roles or managers, so they don't have to repeatedly re-explain their needs.
Clear Instructions: Provide clear, direct, and concise instructions, avoiding jargon, metaphors, or ambiguous language.
Written Information: Follow up verbal discussions with a written summary or checklist of tasks and priorities.
Structured Meetings: Send agendas and reading materials in advance, enable live captions/transcription in online meetings, and allow for movement breaks or alternative ways to contribute (e.g., written input).
Regular Check-ins: Hold frequent, informal one-to-one meetings to monitor wellbeing, provide two-way feedback, and proactively review if adjustments are still working effectively.
Mentoring/Buddy Systems: Pair new or struggling employees with a mentor or "buddy" to help them navigate workplace dynamics and provide peer support.
Job Coaching: Consider bringing in specialist job coaches who can help develop specific productivity or organisational strategies.
External Resources: Signpost employees to professional support networks, Employee Assistance Programmes (EAPs), or government initiatives like the Access to Work scheme, which can help fund necessary equipment or support.
Oliver McGowan Autism Awareness Training: Level 1 is mandatory for all staff; Level 2 is mandatory for clinical staff 6.
Access to Work Training: Delivered by Kerry Pace from Diverse Learners, covering legal responsibilities, application processes, and practical examples.
UNISON’s Dyslexia Awareness course, which includes resources on reasonable adjustments and neurodiversity - Dyslexia awareness | Events | UNISON National