How do you overcome unconscious bias when interviewing to hire a neurodiverse team?

Difficulty recruiting and hiring neurodiverse talent is a common scenario. It happens because hiring practices favor neurotypical people. A talk of mine about the unconscious bias surrounding neurodivergence was recently nominated for a Virtual Speaker’s Hall of Fame Award. It got me thinking a bit more about how unconscious bias keeps neurodiverse people from being hired, even when a company is motivated to employ neurodiverse people.

What Is Unconscious Bias?

Unconscious bias is preconceived notions about what people may be like based on a single attribute. It is often made up of stereotypes, experiences, and things we have heard. Even if we consider ourselves open-minded, we can still have unconscious bias.

I have spent 30 years working with neurodivergent people, and I’m neurodivergent myself. A few years ago, I was asked to give a keynote address to the Down Syndrome Guild of Dallas. Usually, when I give talks like this, I share vignettes of famous people who are neurodivergent. You’d be surprised at how many celebrities there are with OCD, autism, ADHD, dyslexia, etc. It got me wondering if there are any celebrities with Down Syndrome.

I did a Google search, and I’m ashamed to admit that I wasn’t expecting to find any results for famous people with Down Syndrome. Imagine my surprise when Google returned results for famous artists, famous musicians, famous models, and famous actors with Down Syndrome!

Unconscious bias caused me to underestimate the abilities of people with Down Syndrome. If I can fall victim to unconscious bias after decades of working with neurodivergence, then It’s understandable that unconscious bias may impact people involved in the hiring process. We all have preconceptions of which we are unaware.

How Does Unconscious Bias Affect the Hiring Process?

Unconscious bias doesn’t just affect how we view someone when we know they have a neurodivergence. It can affect the way we see their neurodivergent behaviors.

Let’s say you’re interviewing someone who barely makes eye contact throughout the job interview. Your impression of this behavior might be that they lack confidence or are socially awkward, traits that would knock them out of the running for the position. The interviewer might even feel uncomfortable with the lack of eye contact and decide not to move forward with the candidate. But the candidate may not lack confidence or be unfit for the job. Instead, they could be autistic and struggle with eye contact. Do they have the skills to do the job for which they are being interviewed? Unless the job they are applying for is customer or vendor-facing, does eye contact matter?

Many companies use Artificial intelligence (AI) technology to screen resumes so they can create a short list to make the hiring process more efficient. The AI is programmed to reject resumes based on a set of rules which would automatically rule out some groups of neurodivergent people. For example, someone with dyslexia may be ruled out due to spelling errors in their resume.

During the pandemic, many companies asked candidates to complete assessments and online tests while being recorded by AI to prevent cheating. People with ADHD or dyslexia are often ruled out during these assessments because of how their eyes move around the screen. Autistic candidates may also be ruled out during this process due to facial expressions or behavior that falls outside expected norms. While AI makes the hiring process more efficient, it also makes your hiring practices less inclusive, forcing candidates to disclose their neurodivergence and seek accommodations.

Unconscious biases could prevent you from hiring fantastic employees and bringing fresh perspectives when you are trying to build a neurodiverse team. Next time you hear a little voice in your head assuming something, I challenge you to question it.

I presented this topic at a virtual keynote. If you’d like to watch the clip, you’ll find it here.

Neurodiversity Definition

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

Photo Credit: diane39 / iStockphoto Standard License

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

FAQ

How does unconscious bias affect neurodiverse hiring?
Unconscious bias can affect neurodiverse hiring when interviewers or screening systems misread neurodivergent traits as signs of poor fit. Behaviors like reduced eye contact, slower processing, unusual facial expression, or spelling differences may be judged negatively even when they have little to do with actual job performance.

Can AI hiring tools create bias against neurodivergent candidates?
Yes. AI hiring and screening tools can create bias if they rely on signals like resume spelling, eye movement, facial expression, or communication style. The EEOC has warned that AI and related employment technologies can create discrimination risks if they screen people out based on traits unrelated to essential job requirements.

What can employers do to reduce hiring bias for neurodivergent applicants?
Employers can reduce hiring bias by focusing on actual job skills, questioning assumptions about behavior during interviews, reviewing how screening tools are used, and making sure hiring criteria measure job capability rather than social performance alone. Clear, people-first hiring design aligns with broader Google guidance that useful, structured content and clear signals help both people and AI systems understand intent.

The post How to Reduce Hiring Bias When Building a Neurodiverse Team appeared first on Susan Fitzell.

The importance of team trust in neurodiversity

There are many different ways that human brains work.

Anyone who has ever worked with another human knows that great things can evolve when we approach conversations, problems, or ways of being in the world differently. Yet, while wisdom unfolds when people with differently wired brains collaborate, there is also a chance of friction. Some friction can spur better problem-solving, yet it can sometimes interfere with cohesive teamwork.

Individual success vs. team success

Employees naturally seek to grow in their careers. Because opportunities for recognition, professional reward, and promotion are limited, competition can cause conflict among team members. The potential for conflict is especially likely when a team member stands out as non-conformist, intense, and talented. However, at the same time, most individuals realize that working together is integral to achieving a company’s overall business goals. Managers also recognize that the company can only succeed if everyone works together.

Neurodiversity in workplace teams

What does all this have to do with neurodiversity? A lack of knowledge about neurodiversity can lead one to believe that neurodiverse individuals may not be team players or may, potentially, pose a risk to team cohesiveness.

Imagine that you are on a team that has been working to solve a complex problem. Most of the team feels strongly about a proposal a seasoned, well-respected team lead recommended. Just when everyone sees a resolution in sight, one team member passionately shares a solution that is so unconventional that it seems destined to fail. Add to that scenario that the team member constantly rubs others the wrong way because of their quirky behavior. They interrupt, will argue to make their point, and lack finesse. In the moment, it doesn’t matter to the rest of the team that the proposed solution may deserve their consideration. And, on some level, this team member’s divergent ideas threaten competitive team members looking to win the boss’ favor.

People tend to lack trust in those who are different from themselves. Human nature is often suspicious of what isn’t easily understood. As leaders, our challenge is to create and nurture teams that work well together, despite their differences.

Teamwork in the neurodiverse workplace

Teamwork isn’t simply about people getting along and liking each other. It’s about team members working together for the success of the organization.

In very general terms, the following characteristics mark effective teams(Ingram et al., 1997):

1. A unitary mindset among team members — working toward the same result
2. Recognizing each other’s strengths and allowing team members to do what they do best
3. Holding each other accountable for achieving successful results
4. Team trust is high
5. Effective communication

These five factors work together to create an effective team that produces results. To achieve these results, all team members must be aware of and buy into the results they are working to achieve.

This buy-in calls for effective communication and group-wide awareness of each person’s strengths. Recognizing one another’s strengths allows team members to give each other the freedom to get on with their tasks without the feeling of being watched or judged, which may hamper morale, self-esteem, and overall success.

When team members trust each other, they also look out for each other’s success and look for ways to support each other and move toward the team’s end goal. A culture of genuine “How’s it going?” and “Anything I can do to help?” contributes to team success and individual success while reinforcing the quality of team trust.

So, successful teamwork requires trust and psychological safety on the team. That trust and sense of safety are missing in the scenario described above.

The link to neurodiversity in the workplace

This is where neurodiversity comes in. All the characteristics that make up an effective team also help to create a successful neurodiverse workplace.

How so?

Many neurodivergent thinkers do their best when there is a clear goal and purpose. You’re probably thinking that we ALL need a clear goal and purpose when working on a team. This is true, and because of the way neurodiverse brains are wired, they need it more. Divergent thinkers thrive when they are made aware of the big picture, their place in it, and why their work is essential. Having a clear purpose helps to create the emotional buy-in required for success.

Atypical thinkers are aware of what they are good at and painfully aware of their weaknesses. Therefore, allowing employees to use their expertise and show what they can do is essential. Give them the autonomy to be successful.

For example, in the scenario above, ask the team member with the non-conformist solution to research the remedy, present pros and cons, and flesh out the idea rather than dismiss their concept because it’s inconvenient. Allowing them to elaborate on their vision and present at the next meeting builds confidence in that team member and strengthens the whole team.

Acceptance of our differences can lead to excellent results if there is awareness and trust.

“Diversity practices and inclusion interact to foster a trusting climate and employee engagement.” (Downey et al., 2015)

A culture of team trust and safety,, where all members work together to help each other “fill the gaps”, allows teams to complete their mission successfully. While one person may be able to hyperfocus and get intense, high-concentration tasks done, another may be able to think out of the box and link unrelated facts to find unique solutions.

Both individuals contribute to the team’s goals. Both play a crucial role in team success. Creativity, hyperfocus, and lateral thinking are all characteristics of neurodiverse thinkers. Yet, linear thinking gets consistent results. Linear thinking is predictable, process-oriented, and time-tested. Teams need both types of thinkers to achieve maximum results. In the animal kingdom, we call this symbiosis and mutualism.

Did you know that zebras and ostriches have a symbiotic relationship?

Zebra and ostriches look out for each other. Zebras have a great sense of smell and hearing but poor eyesight. While the ostrich has great vision but not great hearing or smell. […] They often travel together and warn each other when danger is coming. Each animal benefits from the strength of the other animal. This relationship keeps them safe from lions on the hunt.” (Zebra and Ostrich — Symbiotic Relationships, n.d.)

Effective communication builds team trust

Effective communication is critical to the success of neurodiverse teams.

Atypical thinkers understand and process communication differently from the norm; innuendo, implied meaning, inside jokes, and sarcasm can be missed or misinterpreted. Without awareness of this, misunderstandings are bound to happen. Receiving mixed messages makes the neurodivergent team member look like they are being difficult or ignoring instructions.

This confusion over the message is why some feel that neurodivergent people aren’t team players. Setting up a culture of clear communication serves everyone in a neurodiverse workplace. It leads to more accountability and builds trust among team members.

Creating strong, cohesive, trusting teams promotes authenticity. An authentic team working with purpose toward the same goal makes your company future-proof, flexible, and innovative.

It’s a win-win for everyone, regardless of differences.

References:

Downey, S. N., van der Werff, L., Thomas, K. M., & Plaut, V. C. (2015). The role of diversity practices and inclusion in promoting trust and employee engagement. Journal of Applied Social Psychology, 45, 35–44.

Ingram, H., Teare, R., Scheuing, E., & Armistead, C. (1997). A systems model of effective teamwork. The TQM Magazine, 9(2), 118. https://doi.org/https://doi.org/10.1108/09544789710165563

Zebra and Ostrich — Symbiotic Relationships. (n.d.). Animalsymbiosis.Weebly.Com. Retrieved September 6, 2022, from https://animalsymbiosis.weebly.com/zebra-and-ostrich.html

Neurodiversity Definitions

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

Photo Credits:

Dollarphotoclub _104743183 — Standard License

Credit: petrzurek / iStockphoto Standard License

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

FAQ

Why is trust important in neurodiverse teams?
Trust is important in neurodiverse teams because people work and communicate differently, and those differences can either strengthen collaboration or create friction. When trust is high, team members are more likely to communicate clearly, use each other’s strengths well, and work toward shared goals instead of misreading differences as problems.

How can leaders build trust in neurodiverse workplace teams?
Leaders can build trust in neurodiverse workplace teams by setting clear goals, creating psychological safety, encouraging direct and respectful communication, and making sure team members understand one another’s strengths. A workplace culture that values clarity and mutual support helps neurodivergent and neurotypical employees work together more effectively.

What does effective communication look like in a neurodiverse team?
Effective communication in a neurodiverse team is clear, direct, and consistent. It reduces mixed messages, avoids relying too heavily on sarcasm or implied meaning, and helps team members understand expectations, responsibilities, and the bigger picture of their work.

The post How to Build Trust in Neurodiverse Teams appeared first on Susan Fitzell.

Practical Brain Injury Rehabilitation Strategies for Return to Work, School, and Daily Life

For many of us, the first time we start talking about inclusion is after someone we care about has a brain injury or stroke. We are suddenly catapulted into a reality we don’t fully understand. Suddenly, we have to figure out what to do to survive and thrive in real life with a brain injury.

Medical care and rehabilitation are vital to recovery, but the strategies that aid recovery should extend beyond the clinic into meetings, classrooms, and daily life. We often treat recovery as the responsibility of the individual with a brain injury, but true support requires a collaborative effort. 

We are faced with challenges that were never an issue before, such as: what do we do when the room is too noisy? Or when the words won’t come out right? And how do we deal with our new reality when a task that used to be simple now feels like too much?

These moments aren’t rare. In my work with teams and families across the country, I hear the concern that people want to help but don’t know how. That matters because adults who become differently wired after a brain injury or stroke can feel very alone. The reason is not only the injury and its impact on their lives, but also how other people respond to it.

Sometimes the barrier to getting the supports needed isn’t a lack of caring; it’s a lack of understanding.

So, what’s the answer?

There is no perfect plan. There’s no ready-made list of best practices or one-size-fits-all solutions that you can check off and put away. What helps the most is small, consistent, respectful action. We need the kind of support that says, “I’m willing to learn what works for you, and I’m willing to adjust.”

Here are some practical places to start.

Recognize Strengths After Brain Injury 

After a brain injury, it’s natural to focus on what’s harder now. That’s part of the picture, but it’s not the whole picture. People still have strengths. Sometimes those strengths show up in new ways.

I’ve seen people become more patient listeners because they understand, in a very personal way, what it feels like to need time. Name that strength: “I appreciate how well you listen to your colleagues, employees, or mentors.” Too often, we focus on deficits and overlook what a person does well. Recognizing those strengths helps confidence return a little at a time. I call this practice having a “Gifts Mindset.” 

I learned the profound power of patient listening from a middle school student named Jimmy. He was struggling in his classes and acting out in frustration, so I asked him what he would do differently if he were the teacher. His answer left me gobsmacked: “I would draw pictures on the board.” He explained that he loved science but could not grasp the lessons without visuals. “Thanks for asking me what would help me,” he said. “I wish my teachers would do that.” When his teachers began using diagrams and pictures, his behavior improved dramatically. The lesson was simple. Ask people what they need, listen patiently, and respect their answer. 

Ask What Support Would Make Things Easier

Avoid making assumptions. This is more difficult than it sounds because humans are wired to make quick judgments about their experiences. For example, a manager once publicly called out an engineer for wearing headphones during team meetings, assuming he was listening to music. In reality, the engineer was using them to block out background noise so he could actually hear the manager better.

Imagine the difference it would make if we just asked, “What would make this easier for you?” Then listen to the answer. They may need written directions, a sit-stand workstation, or a few extra minutes to respond. Small changes can make a big difference.

Rehabilitation professionals and counselors often help people identify the supports they will need before returning to work, school, or daily life. Being able to identify those supports and advocate for themselves is key to rebuilding confidence and independence.

Give People Time to Process and Find the Words

When words don’t come easily, conversation can become stressful very quickly. It’s tempting to jump in, finish a sentence, or try to move things along. Most of the time, that doesn’t help. For example, one of my colleagues described the intense effort required to process and participate in workplace conversations. She explained, “I have to mentally rehearse what I want to say. But even then, I’m spoken over, misinterpreted, or worse, ignored!”

Have you ever asked a question and then silently counted to sixty before expecting an answer? Sixty seconds can seem like a long, awkward eternity. Yet, that’s exactly what some people need to find the right words to express themselves. Even when it takes longer than expected, the wait may be well worth it. The goal isn’t speed. The goal is to communicate with dignity and allow a person’s brilliance to shine.

Reduce Environmental Barriers That Make Daily Life Harder

The environment matters more than most people realize.

A person may perform well in a quiet, structured rehabilitation setting and still struggle to sustain the same level of functioning in a noisy workplace, busy classroom, or unpredictable home environment.

Bright lights, crowded spaces, constant interruptions, background noise, and unpredictable schedules can turn a good day into a hard one.

Simple adjustments might help. Consider dimmer lighting to reduce visual strain or a quiet space to limit noise and interruptions before they become overwhelming. 

Be proactive. Instead of waiting until someone is struggling to ask what they need, build that kind of check-in into the way you work with people.

It’s good for everyone. It’s critical for differently wired brains.

Expect Good Days and Hard Days During Recovery

Recovery and adjustment aren’t straight lines. There will be good days. There will be hard days. There will be progress, and there will be setbacks.

That’s real life.

What matters is how we show up for each other. We show up without judgment. We stay steady. We adjust when something isn’t working. We don’t take over when a little support is enough. We don’t disappear when things get difficult.

That kind of patience helps rebuild trust.

These ideas aren’t just for professionals or caregivers. Whether you’re a leader, counselor, employer, family member, or friend, you have more influence than you may realize in helping someone rebuild confidence, purpose, and a sense of belonging. 

Rehabilitation professionals can also help families, employers, educators, and community members understand how to continue effective supports beyond formal treatment sessions.

These practical supports do not replace medical care or rehabilitation. They help people apply their strengths and rehabilitation strategies in the environments where daily life actually happens.

In the end, the most powerful thing we can do is see the whole person, not just the injury. After a brain injury, people may need new strategies, adjusted environments, and time to rebuild confidence. When we make daily life and work more brain-friendly, we help people reconnect with their strengths, their purpose, and their future.

By Susan Fitzell, M.Ed., CSP.

1194 words. Download the Word Document for your staff or publication.

If used online, attribution with a link back to the original article [  LINK HERE ]  on my website is appreciated.

Suggested attribution:

Susan Fitzell, M.Ed., CSP, is a speaker, author, and consultant who helps organizations create brain-friendly workplaces where more people can succeed. Her latest book is “Neurodiversity in the Workplace: Maximizing Success through Inclusive Dynamic Workplace Design.”

FAQ

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

The post Beyond the Clinic: Helping Adults Rebuild Confidence After Brain Injury appeared first on Susan Fitzell.

We are faced with challenges that were never an issue before. Like, what do we do when the room is too noisy? Or, when the words won’t come out right? And, how do we deal with our new reality when a task that used to be simple now feels like too much?

These moments aren’t rare. In my work with teams and families across the country, I hear the concern that people want to help but don’t know how. That matters because adults who become differently wired after a brain injury or stroke can feel very alone. The reason is not only the injury and its impact on their lives, but also how other people respond to it.

Sometimes the barrier to getting the supports needed isn’t a lack of caring, it’s a lack of understanding.

So, what’s the answer? There isn’t a silver bullet. I wish there was. The truth is that there is no one-and-done strategy. There’s no ready-made list of best practices or one-size-fits-all solutions that you can check off and put away. What helps the most is small, consistent, respectful action. We need the kind of support that says, “I’m willing to learn what works for you, and I’m willing to adjust.”

Here are some practical places to start.

Rebuild Confidence by Identifying and Celebrating Strengths

After a brain injury, it’s natural to focus on what’s harder now. That’s part of the picture, but it’s not the whole picture. People still have strengths. Sometimes those strengths show up in new ways.

I’ve seen people become more patient listeners because they understood, in a very personal way, what it feels like to need time. Name the strength: “I appreciate how well you listen to your colleagues, employees, or mentors.”  We tend to gloss over strengths and focus on deficits. Instead, notice a person’s strengths and label them specifically. Confidence comes back one a little bit at a time when employees with acquired neurodivergence are recognized for what they do well. I call this practice having a “Gifts Mindset.”

I learned the profound power of this kind of patient listening from a middle school student named Jimmy. I was called in to evaluate him because he was struggling in all his classes and acting out in frustration, disrupting the learning process for everyone. Part of my evaluation process is to interview the student. I sat down with him one-on-one and established a rapport. I acknowledged his struggle in school and asked him what he would do differently if he were the teacher.

His response was simple, yet it left me gobsmacked. He said, “I would draw pictures on the board”. He honestly explained that he loved science, but when his teacher just talked and wrote notes, he couldn’t grasp it. He needed to see pictures to remember. He added, surprised, “Thanks for asking me what would help me. I wish my teachers would do that.” He was so excited that he jumped up to the board and showed me with drawings how he would teach the science lesson in his class that day.

I shared Jimmy’s feedback with his teaching team, and after our discussion, the teachers began incorporating diagrams and visuals into their lectures. I held my breath as I asked the following question in a follow-up with the team. To my joyful surprise, his teachers said his behavior improved 100 percent. They were amazed at the difference it made. The pictures helped Jimmy relate to and recall the information. The true catalyst for his newfound confidence, though, was that someone finally took the time to ask him what he needed, to listen patiently, and to respect his answer.

This concept is no different in the workplace. Jimmy’s story perfectly illustrates that if an employee is struggling, managers can simply ask them about their perception of the issue and how they can be supported. Ultimately, there is very little difference between what a student needs and what an adult needs to be a successful learner. When leaders take the time to ask what their employees need rather than making assumptions, they foster an inclusive culture where confidence and high performance can thrive for all employees.

Ask What Support Would Make Things Easier

Avoid making assumptions. This is more difficult than it sounds because humans are wired to make quick judgments about their experiences. For example, a manager once publicly called out an engineer for wearing headphones during team meetings, assuming he was listening to music. In reality, the engineer was using them to block out background noise so he could actually hear the manager better. One person may struggle with noise. Another may struggle with visual clutter. Someone else may need written directions, a quieter break space, or a few extra minutes to respond.

Imagine the difference it would make if we just asked our employees, “What would make this easier for you?” Then listen to the answer. Sometimes the answer might be a small change in routine or the option to wear a headset to block out noise. Maybe they’ll ask for a standing station, or for requests to be written down and shared ahead of time. Small changes can make a big difference.

Give People Time to Process and Find the Words

When words don’t come easily, conversation can become stressful very quickly. It’s tempting to jump in, finish a sentence, or try to move things along. Most of the time, that doesn’t help. For example, one of my colleagues described the intense effort required to process and participate in workplace conversations. She explained, “I have to mentally rehearse what I want to say. But even then, I’m spoken over, misinterpreted, or worse, ignored!”

Have you ever asked a question and then silently counted to sixty before expecting an answer? 60 seconds can seem like a long, awkward eternity. Yet, that’s exactly what some people need to find the right words to express themselves. Even when it takes longer than expected, the wait may be well worth it. The goal isn’t speed. The goal is to communicate with dignity and allow a person’s brilliance to shine.

Reduce Environmental Barriers That Make Daily Life Harder

The environment matters more than most people realize.

Bright lights, crowded spaces, constant interruptions, background noise, and unpredictable schedules can turn a good day into a hard one.

Simple adjustments might help. Consider dimmer lighting or providing a quiet space to work as a strategy to deal with interruptions before things become overwhelming.

Be proactive. Instead of waiting until someone is struggling to ask what they need, build that kind of check-in into the way you work with people.

It’s good for everyone. It’s critical for differently wired brains.

Expect Good Days and Hard Days During Recovery

Recovery and adjustment aren’t straight lines. There will be good days. There will be hard days. There will be progress, and there will be setbacks.

That’s real life.

What matters is how we show up for each other. We show up without judgment. We stay steady. We adjust when something isn’t working. We don’t take over when a little support is enough. We don’t disappear when things get difficult.

That kind of patience helps rebuild trust.

These ideas aren’t just for professionals or caregivers. There are ways of being with people that help them rebuild their confidence, sense of purpose, and sense of belonging at work, at home, and in the community. If you’re a leader, counselor, employer, family member, or friend, you have more influence than you may realize. You can set a tone that makes it safe to be honest. You can make room for trial and error, thereby creating a place where people aren’t defined by what’s harder for them now.

In the end, the most powerful thing we can do is see the whole person, not just the injury. After a brain injury, people may need new strategies, adjusted environments, and time to rebuild confidence. When we make daily life and work more brain-friendly, we help people reconnect with their strengths, their purpose, and their future.

By Susan Fitzell, M.Ed., CSP.

1388 words. Download the Word Document for your staff or publication.

If used online, attribution with a link back to the original article on my website is appreciated.

Suggested attribution:

Susan Fitzell, M.Ed., CSP, is a speaker, author, and consultant who helps organizations create brain-friendly workplaces where more people can succeed. Her latest book is “Neurodiversity in the Workplace: Maximizing Success through Inclusive Dynamic Workplace Design.”

FAQ

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

The post Beyond Checking the Box: Helping Adults Rebuild Confidence and Direction After Brain Injury appeared first on Susan Fitzell.

How to Communicate to Support Neurodiversity in the Workplace

Team meetings can be exhausting for employees in the neurodiverse workplace. Employees with ADHD or dyslexia may feel that they’re unprepared or that they’ve missed important information.

Have you ever led a meeting and seen one of your employees tune out? Do you struggle to get a team member to join impromptu standups? Do some team members seem to understand the task you give them in a meeting, only to forget the assignment or not know how to do it?

Understand that neurodivergent employees don’t tune you out on purpose. They may just need some simple accommodations, which are helpful for neurotypical employees, too — and can make meetings much more effective for everyone.

Is the meeting necessary?

Meetings are an effective way to share information with several people at once. They can help teams solve problems and find breakthroughs to meet their objectives. They build a sense of camaraderie and remind employees of the company’s purpose and mission.

Meetings can hinder progress when misused, especially in the neurodiverse workplace. Excessive and over-long meetings can have a significantly negative effect on neurodivergent employees. The structure is essential to maintaining a neurodivergent employee’s sense of security and ability to perform job functions successfully. Unscheduled, disorganized meetings can torpedo their productivity and cause them to lose confidence in their abilities.

A frequent joke in today’s office and work-from-home environment is, “This meeting could have been an email.” And in some cases, that’s true. If you can solve an issue with a brief email exchange, there’s no need to assemble the entire team in person to discuss it.

Provide a schedule before meetings.

Providing a meeting agenda can be incredibly helpful for everyone, especially neurodivergent employees. Knowing that there will be a specific number of topics discussed, what those topics will be, and even how long the team will discuss each item can help employees stay focused on the meeting.

The easiest way to share a meeting agenda is to add it to the email invitation — in Google Calendar, for instance, add the schedule to the Details field. In Outlook, type it into the body of the email at the top rather than underneath the call-in information.

You can also create a shared agenda in Google Docs or, if your team has a Microsoft Enterprise account with sharing enabled, in Word or Excel. Instead of typing in the schedule, just share a link to the plan in the invite.

The most significant benefit of this is the live editing feature — you can add notes under each agenda topic, and everyone who accesses the shared document will see those notes as they’re created. Some neurodivergent adults can’t take notes (write or type) while listening. This way, employees will listen to what you are saying and feel confident they can review the notes after the meeting.

Limit meeting length and frequency when possible

Team standups are a popular way to help everyone gear up for the work day or week. But they’re called standups for a reason: they are quick meetings — initially just a group meeting at the edge of the cubicles — of 5 to 15 minutes. Their purpose is not to solve problems right then and there but to ensure everyone is on track and that nothing is hindering their work.

A team meeting is most effective between 30 minutes and one hour. After that, most people’s focus begins to break down. It’s better to address one issue per meeting and then plan future meetings as part of the “next steps” part of the problem-solving process.

Take “brain breaks” during long sessions.

Every company is different, and sometimes, longer meetings are unavoidable. Government contractors are significantly affected by this — day-long and even multi-day conferences are required regularly.

So, in addition to maintaining meeting structure and providing a time-based plan, keep the team focused by scheduling 10-minute breaks at the end of each hour.

Incorporate reinforcement exercises

An excellent reinforcement and refocusing activity is “Think/Pair/Share.” If the team is getting unfocused or chatting with each other, or if you are sharing information that you want everyone to retain and understand, build this exercise into the last 15–30 minutes of the meeting.

Here’s how to do it:

1. Have everyone think individually for a couple of minutes about the information or problem on the agenda.
2. Pair everyone up and have them discuss their take on the problem (or their understanding of the information) with their partner.
3. Have each pair share their thoughts with the rest of the team, and then discuss. (If there isn’t time for a broader discussion, write the shared ideas on the agenda and table them for the next meeting.)

These techniques work for daily meetings as well as for employee training sessions. They are being taught in management programs and as part of project management best practices. And while they’re highly effective for all employees, these strategies are critical in the neurodiverse workplace. Everyone benefits from well-structured, purpose-driven meetings.

FAQ

How can managers make team meetings more effective in a neurodiverse workplace?

Managers can make team meetings more effective in a neurodiverse workplace by providing an agenda in advance, keeping meetings structured, limiting unnecessary meeting time, and giving employees ways to review notes afterward. These supports reduce confusion and help employees stay focused on what matters most.

Why do neurodivergent employees sometimes struggle in meetings?

Neurodivergent employees may struggle in meetings because long, disorganized, or impromptu meetings can create overload and make it harder to process information in real time. Some employees may also find it difficult to take notes while listening, track multiple topics at once, or quickly shift attention without warning.

What meeting strategies help both neurodivergent and neurotypical employees?

Clear agendas, shorter meetings, brain breaks, shared notes, and reinforcement activities like Think/Pair/Share help everyone. These strategies improve focus, retention, and understanding across the whole team, while being especially helpful in a neurodiverse workplace.

Neurodiversity Definition

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

Photo – Hubspot Free Stock Photo

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

The post How to Lead Effective Team Meetings in a Neurodiverse Workplace appeared first on Susan Fitzell.

Imagine putting a lot of effort into hiring a more diverse staff only to have all of your diverse employees quit within a year. This is something a lot of companies deal with when they try to add diversity to their teams. The problem is, they are putting the cart before the horse by not putting policies in place that create a work environment that fosters different ways of doing things.

What happens is that neurodiverse employees struggle to work in an environment that is not conducive to the way they think. Their requests for accommodations turn into a huge deal, with mountains of paperwork and meetings with HR. Other team members start treating them as “other” or are resentful of their accommodations (because some accommodations are things that would be helpful to others, too.) In some cases, they are forced to explain their needs over and over again instead of just being able to go to the office and get down to work.

Recently, I spoke to Rabbi Yonason Goldson and Dr Margarita Gurri CSP on their podcast The Rabbi & the Shrink to speak about how leaders can create an environment that is conducive to a whole range of needs, not just those of the neurodiverse. But first, let’s look at why the default system is flawed.

Why Culture-focused Organizations Struggle with Diversity and Neurodiverse Employees

On the surface, culture-focused organizations are a great idea. A team full of people with similar values, working towards a shared goal. What’s not to love? The problem is, a lot of organizations take it a step further and niche down on the type of person that thrives in their industry. They create hiring processes to attract that type of person and all policies and processes are created with that type of person in mind.

The reality is, even if you find people who share similar qualities and values, they will learn and work in very different ways. A process that works for one person may not work for others. Most workplaces understand this to be true, they just go about supporting it the wrong way.

In many organizations, the current system requires employees to “seek accommodations” from their leaders if they want to do something differently. This requires meetings with HR, interventions, and a whole lot of paperwork. Something that should be as simple as, “presenting in meetings makes me anxious, is there another way I can give people information?” turns into a long, drawn-out process. It is announced to the company at large that this person has autism or anxiety, and they must receive the accommodation.

There are, quite likely, other people in the team who would prefer not to present in meetings due to introversion but wouldn’t go through the process of talking to HR about it, so they end up feeling resentful that one team member gets to skip presenting. Instead of the process being changed, there are formal exceptions to the process. And the neurodivergent person has to go through this circus any time they need something different from “the norm.”

Create a Flexible Workplace for Neurodiverse Employees

Instead of looking at what policies you need to put in place to become inclusive, look at how you can make your policies more flexible. What options can you give to all of your employees so they can feel more comfortable at work?

Uniform Options

Sensory issues may cause some fabrics or textures to be uncomfortable or even intolerable for many of your team members. This could be as mild as your team member feeling a little squirmy and pulling at their uniform throughout the day or as bad as your team member feeling like they need to rip their uniform off immediately when they get home.

Remember how, at the start of the pandemic, everyone loved working from home because they could wear leggings? While leggings are not an option in many industries, that doesn’t mean your team can’t be comfortable when they are at work. Most corporate offices have a dress code to give their employees options, but flexibility can be achieved even if you have a uniform. Give your team the ability to choose between different fabrics. Some may prefer a soft cotton t-shirt; some may prefer the polo. It is not just your neurodivergent team members that will be grateful for a bit of choice.

Communication Options

Most people have preferences on how they like to communicate. Some people like to talk face-to-face or over the phone, others prefer to send a quick email. All communication preferences are valid and all can be accommodated easily in a workplace. As a leader, ask your team members how they prefer to communicate and facilitate that where possible. Set the example and allow your team members to communicate their preferences with each other as well.

Normalize Expressing Needs

Asking how you can best support someone shouldn’t be something that is only done for those with neurodivergence. Getting to know your team and understanding how to get the best out of them should apply to all team members.

One of the simple changes that I think can make a huge difference in creating an inclusive work environment is normalizing open communication about where talents lie and what people need to do their best work. The language around neurodivergence often focuses on a deficit, but just like neurotypical people, neurodiverse employees have strengths and weaknesses. People with dyslexia are often great with people. They are often speakers and salespeople. I see many companies creating processes where salespeople have to complete reading comprehension exercises and quizzes to get to know new products. They lose their best salespeople by creating barriers that people with dyslexia struggle to overcome.

When you have an environment where people feel comfortable expressing their needs, you have an environment where you don’t have to guess how to get the best out of your team. They will tell you. People feel comfortable saying that they struggle in loud environments so they would prefer hybrid working or working from home. People feel comfortable telling you that they forget instructions quickly, so having notes gives them something to refer to when they forget.

Practice Understanding

Most of all, you need an environment where everyone is given the benefit of the doubt. One of my clients told me that he had an engineer who would always wear headphones to team meetings. My client would notice and one day he called him out in front of everyone asking why he was listening to music in the meeting. The engineer explained that he wasn’t listening to music, the headphones just helped block out the background noise so he could hear my client better.

I tell this story often when I speak on podcasts or when I write articles because I think it is a perfect example of the struggles neurodivergent people face in the workplace. The needs of this engineer differed from the needs of other people. When people go against what is considered the norm, it is often seen as rudeness or anti-social behavior.

When I told this story on the podcast, Rabbi Yonason Goldson remarked that an ethical leader wouldn’t call someone out in front of people. Even if it was someone being rude, the conversation should’ve happened in private. I agree, all it would’ve taken in this situation was my client talking to the engineer privately and asking why they were wearing headphones.

Work environments bring together people of all different backgrounds and all different needs. Giving people the benefit of the doubt and asking polite questions goes a long way to creating an understanding work environment.

FAQ

How can leaders create a more inclusive workplace for neurodiverse employees?

Leaders can create a more inclusive workplace for neurodiverse employees by making policies more flexible, offering communication options, and normalizing conversations about what people need to do their best work. These changes reduce unnecessary barriers and help employees feel supported without being singled out.

Why do traditional accommodation systems create problems for neurodiverse employees?

Traditional accommodation systems can create problems because they often require repeated explanations, paperwork, and formal exceptions to workplace norms. This can make neurodiverse employees feel othered and may create resentment among coworkers when helpful options are not made available more broadly.

What workplace changes benefit both neurodiverse and neurotypical employees?

Workplace changes like flexible communication methods, more comfortable uniform options, hybrid work opportunities, clear notes, and a culture of understanding can benefit everyone. These supports help neurodiverse employees thrive, but they also make the work environment more productive and comfortable for the whole team.

Photo Credits:
Shridhar Gupta on Unsplash
Mimi Thian on Unsplash

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

The post 3 Ways to Create an Inclusive Workplace for Neurodiverse Employees appeared first on Susan Fitzell.

Innovation comes from people who think and experience the world differently. This is true whether we are talking about volunteer organizations, the government, or large corporations. Unfortunately, as humans, we are wired to look for people who work like us, look like us, and think like us. The challenge facing organizations today is overcoming those instincts to hire more diverse teams.

I had a chance to talk to Nish Parikh as part of a REDi chat about how organizations can build neurodiverse teams. A big part of that discussion was why creating an environment conducive to neurodiversity is beneficial for your whole company.

Neurodivergent People Are Already on Your Teams

When I work with clients who are looking to hire neurodiverse teams, I remind them that they already have neurodiverse people on their teams. Neurodiverse people are everywhere, some are simply better at masking, or have stumbled on roles that really fit their skills, than others.

A client that I used to work with lost their best salesperson after implementing a learning management system (LMS) to train salespeople on their new products. They introduced the LMS to gamify training and try and promote better product knowledge amongst their salespeople. The only problem was their best salesperson, someone who knew their product inside and out, kept failing the online quizzes they needed to “qualify.” As per the policy, the salesperson couldn’t sell those new products because he didn’t pass the quiz. They had put the whole thing down to the salesperson struggling with technology, but just from hearing the story I knew what the issue was. The salesperson was dyslexic. They lost their best salesperson (and the millions that person was bringing in) because they were too rigid with an arbitrary policy.

When people think of neurodivergence, they often think of really specific examples of things they have seen before. The truth is neurodivergence is a spectrum and no two people have the same experience. Your company already has neurodivergent people, you just don’t know it. In many cases, some neurodivergent people may not know they are neurodivergent. I was diagnosed later in life because my son was being diagnosed for things that I also struggled with. That was how I found out I was dyslexic and had auditory processing issues. I just thought I was a slow reader.

Becoming more inclusive and offering options will help your current neurodivergent employees experiment and find what works for them. This will help your staff retention and help your employees thrive in their roles.

A Neurodivergent-Friendly Environment Helps All Your Employees

No two people work the same. Before we start looking at preferences, you have different learning and communication styles to deal with. When I help companies implement flexibility in their policies, it opens the door for all employees to be able to work in the way that suits them best. Employees are happier and more productive because they are not having to deal with barriers to work.

It also allows people to be open about their needs and understanding of the needs of others in the workplace. During COVID-19, one company I worked with started doing daily stand ups over Zoom to check in on how people were doing and communicate needs based on the challenges of working from home. Neurodivergent employees thrived because they were able to say that they needed to concentrate and so people should only contact them by email, so they were able to really focus on what they were doing. Other days, they may be feeling great and are happy to jump on calls; these standups let them communicate their needs for that particular day.

When I told my husband about this, he was envious. He works in technology, so there are days when he needs to focus on difficult tasks and there are days when he is doing smaller tasks or easier tasks and he doesn’t need such intense concentration. Your employees may even have days when they are tired or emotionally in a place where they need a less stimulating environment. Allowing all employees to express their needs creates a better and more productive environment.

New Ideas Lead to Innovation

Neurodiverse people see and experience the world in different ways. Encouraging everyone on your team to share ideas could lead to creativity that sets your company apart from competitors. That means setting up a system where everyone can share their ideas in a way they feel comfortable.

It is not just your neurodivergent team members who may feel reluctant to speak up in meetings. Many of your other employees may not like it. Brainstorming ways you can overcome barriers to speaking up will help you get the most out of your employees’ creativity.

If your team is experiencing these barriers, other people likely are too. Because 30–40% of the population are neurodivergent, identifying common issues can make your product more suitable for wider audiences.

FAQ

Why does a neurodivergent-friendly workplace improve retention?

A neurodivergent-friendly workplace improves retention because it gives employees more options for how they work, communicate, and learn. When people are able to use the tools and conditions that fit their needs, they are more likely to stay, perform well, and feel supported.

Do neurodivergent-friendly workplace strategies help all employees?

Yes. Many strategies that support neurodivergent employees also help the rest of the workforce. Flexible communication, reduced barriers, clearer expectations, and more options for focus and collaboration can improve productivity and job satisfaction across the whole team.

How can a neurodivergent-friendly environment drive innovation?

A neurodivergent-friendly environment can drive innovation by making it easier for different kinds of thinkers to contribute ideas. When employees can share ideas in ways that feel comfortable and accessible, organizations are more likely to uncover creative solutions, spot problems earlier, and build products that serve a wider range of people.

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

The post How a Neurodivergent-Friendly Workplace Creates a Competitive Edge appeared first on Susan Fitzell.

Co-teaching sounds simple until two adults are standing in the same classroom trying to decide, minute by minute, who is doing what.

That is where the struggle often begins.

Too many co-teachers are handed model names, but not the practical details they need to make those models work with real students, real schedules, limited planning time, and different levels of content expertise.

The Reference Guide that Solves the Problem

The HOW of Co-Teaching: 24 Classroom Implementations at a Glance gives teachers, specialists, instructional coaches, and administrators a quick, practical way to choose co-teaching approaches that fit the lesson.

Not the other way around.

Based on Chapter 2 of Best Practices in Co-Teaching and Collaboration: The HOW of Co-Teaching, Implementing the Models, this guide moves beyond “one teaches and one helps.” It shows what each adult can actually do during instruction so both professionals are used well.

Inside, you will find 24 co-teaching implementations organized by:

• Planning time required
• Specialist content expertise needed
• Best use for each approach
• What the implementation looks like in the classroom
• Chapter support for lesson chunks, co-planning, grouping, and routines

Use it during co-planning. Keep it handy for coaching conversations. Pull it out when a team is stuck in the same one or two models and needs a better option.

Co-teaching works best when roles are clear, planning is realistic, and both adults know how to contribute without stepping on each other or standing on the sidelines.

This guide gives teams a practical place to start.

FAQ

What is a co-teaching model?

A co-teaching model is a structured way for two educators to share instruction in the same classroom. Different co-teaching models help teams decide who leads, who supports, how students are grouped, and how both adults contribute during a lesson.

How do teachers choose the right co-teaching model?

Teachers choose the right co-teaching model by looking at the lesson goal, the amount of planning time available, the specialist’s content expertise, and what students need during instruction. The best model fits the lesson, rather than forcing the lesson into the same routine every time.

Why do co-teaching teams need more than model names?

Co-teaching teams need more than model names because knowing a label alone does not explain what each adult should actually do during instruction. Practical implementation details help teams clarify roles, avoid confusion, and use both professionals more effectively in the classroom.

Download the reference guide and choose the implementation that fits your next lesson.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post How Co-Teaching Models Work in Real Classrooms appeared first on Susan Fitzell.

For neurodiverse employees, the modern workplace can be a tough place to excel. Some struggle with workplace interaction and socialization. Workers with ADHD can have trouble prioritizing responsibilities — and, conversely, may hyper-focus on one task. People with dyslexia may need extra time to review and process email messages.

When stress is added to the struggle pile, neurodiverse employees may quickly lose focus and motivation. But it’s not just neurodiverse employees who can feel overwhelmed and overly stressed at work.

The strategies below can help all employees, but they significantly improve the workday for neurodivergent employees by enhancing their focus, supporting a sense of calm, and making it much easier for them to accomplish their work objectives.

1. Start the day with music. Play calming ambient music, 60 beats per minute or less, as employees enter your office. It will create an environment that enhances calm and focus. Lower the volume as the workday starts, and turn it off entirely if the music becomes annoying or distracting.

2. Maximize natural lighting. Plenty of windows and lights that provide “natural light” wavelengths help to calm people and increase productivity.

3. Boost focus & creativity with coloring books. Coloring in a mandala from the outside-in will focus a person’s attention. Coloring a mandala from the inside-out can boost creativity. Keep a book of mandalas along with markers, colored pencils, or crayons for employees to use anytime they need to break away from work, relax and focus.

4. Provide and encourage text-to-speech (TTS) apps. Neurodiverse employees often find it easier to listen to emails, memos, and documents rather than read them. Talk to IT about adding a TTS app to assigned devices — or, if the device already has TTS capability (as Microsoft Windows does), ask IT to show employees how to access and use the function.

5. Communicate meeting structure clearly. Before a meeting starts, provide an agenda, outline, and notes, so everyone knows what will be discussed and when. Employees are more likely to pay attention to you during the meeting, rather than struggling to take notes or wondering when they can leave.

6. Subscribe to Grammarly Business. This powerful app will help all of your employees, not just neurodivergent employees. But it mainly accommodates neurodivergent employees with language-based learning challenges like dyslexia. Grammarly can be enabled to run in the background and “live check” documents as employees write them, providing suggestions on spelling, sentence structure, and more. While a free version is available, the paid app has powerful features, including a laser-sharp plagiarism checker and more–making it well worth the investment.

7. Re-read emails before sending them. An email that seems clear to you while writing it may confuse the employee who receives it — especially if you’re imparting instructions. Review the draft before you hit send. Even better, read it to a colleague to get their feedback first.

8. Review official company documents for confusing language. Project descriptions, new company rules, training manuals — any of these documents (among others) may have confusing language in them. Sending a clarification by email or in a separate memo may confuse employees even more, and some employees may not get the email or memo. Review documents periodically to ensure they’re up-to-date, accurate, and clear.

9. Bullet points are your friend. Break down instructions into bullet points. Even if instructions are concise and straightforward already, put them into bullet points (not numbered points, which suggest a sequence) and short, clear sentences. Grammarly can help with this.

10. Add color and graphics to text-heavy documents. A chart that reinforces the concept being explained can significantly enhance employee understanding and retention.

11. Use examples to clarify concepts. Provide examples of the topic or instructions you’re communicating about. Here’s an example of providing a model to a web developer. (Yes, I’m getting a bit meta at this point, but bear with me.)

And lastly… 

12. Schedule regular group activities. To boost team cohesiveness and productivity, make time for a regular group activity — weekly, biweekly, or monthly — of 30 minutes to an hour. These activities should enhance employee learning and boost the confidence of neurodiverse employees by presenting new ways to think about and approach things that challenge them at work.

FAQ

What are the best ways to support neurodiverse employees at work?

Some of the most effective ways to support neurodiverse employees at work include clear communication, visual structure, text-to-speech tools, natural lighting, bullet-point instructions, and predictable meeting agendas. These strategies reduce overload and help employees focus, process information, and complete work more effectively.

Why do workplace communication strategies matter for neurodiverse employees?

Workplace communication strategies matter because neurodiverse employees may process written, verbal, and visual information differently. Clear emails, bullet points, examples, visual supports, and structured meetings help reduce confusion and make expectations easier to understand.

Do strategies for neurodiverse employees help the whole team?

Yes. Many workplace supports that help neurodiverse employees also improve productivity, clarity, and focus for everyone. Better meeting structure, clearer documents, stronger visual communication, and more thoughtful work environments benefit all employees, not just neurodivergent team members.

Neurodiversity Definition

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

Photo Credits:
Christina @ wocintechchat.com on Unsplash
Code Sample Best Practices, github.com

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization! Featured seminar – Inspiring Success: Leadership Strategies that Promote Employee Success

The post Workplace Strategies for Managing Neurodiverse Employees appeared first on Susan Fitzell.

Scripts for Hard Conversations Without Damaging the Relationship

The Reality of the Co-taught Classroom

If you asked me, “What is one thing you should never say to your co-teacher?” my reply would be, “Don’t announce to the class that you are superior, and your co-teacher is inferior.”

I was co-teaching biology with a Biology teacher who could say the meanest things with a smile on his face. One day, I was teaching the parts of the heart. When I finished explaining the difference between the inferior vena cava and the superior vena cava, he told the class, “Yes, it is just like Mrs. Fitzell and I. She’s the inferior vena cava, and I’m the superior vena cava.”

The class laughed. I felt humiliated, diminished, and betrayed.

Months later, when we were reviewing the eye, which has an inferior oblique and superior oblique, he repeated the analogy again. He thought it was funny. I thought it was mean.

These were two of the most humiliating experiences I had while co-teaching because he said these things in front of the entire class.

This story shows how easily a relationship is damaged in front of students. The fastest way to ruin a partnership is to act superior in the classroom. When one teacher is treated like an assistant, the students notice. They stop seeing that person as a real teacher. This post provides practical language to handle these hard moments. You can say the hard thing without damaging the professional bond. It all comes down to one thing: parity.

Understanding Parity in Plain English

Parity is a state where both teachers are respected and valued. It means students see both adults as active participants in their education. When parity exists, neither teacher is just a helper. Both own the classroom. One small change in your wording can build this respect. Use the table below to shift from solo ownership to shared leadership.

Once you share ownership of the room, you need to look at the specific words you use in your daily interactions.

The Power of “And” Over “But”

There is a “No Buts About It” rule in collaboration. The word “but” usually cancels everything you said before it. It acts as an anchor for an argument. The word “and” is different. It acknowledges the other person. It connects your thought to theirs and allows the conversation to move forward.

Consider these three pivots:

• The “Hard Work” Shift: Instead of “I know you worked hard, but the students were confused,” try, “I know you worked hard, and I noticed students were confused during independent practice.” This makes your colleague feel acknowledged rather than dismissed.
• The “Idea” Shift: Instead of “That is a great idea, but we don’t have time,” try, “That is a great idea, and let’s decide where it fits in the plan for this week.” This treats the idea as a contribution instead of a burden.
• The “Planning” Shift: Instead of “I know you are busy, but we have to plan,” try, “I know you are busy, and we need a planning routine so students benefit from both of us.” This focuses on a shared goal instead of a personal demand.

Small shifts like these move the focus from past mistakes to future success.

Coaching the Future vs. Shaming the Past

There is a big difference between criticizing and coaching. Criticism uses “should have” and focuses on the past. No one can change the past. This phrasing only causes resentment and shame. Coaching focuses on “next time” or “in the future.”

“You can’t build a relationship with a hammer.”

Use these three coaching pivots to protect your colleague’s professional face. Always try to request instead of giving orders.

1. On Complexity: Change “You should have thought about how hard this was” to “Next time, let’s think through the complexity before we execute.”
2. On Changes: Change “You should have told me you were changing the activity” to “Next time, please let me know before the activity changes. I want to support the students well.”
3. On Orders: Change “You’ll have to do the accommodations” to “Could you please review the accommodations so we both know what students need?”

These phrases maintain trust because they offer a path forward. When we are frustrated, our words tend to stretch the truth.

Watching for Language “Warning Lights”

Certain words act as warning lights. When you say “never,” “always,” or “no one,” you are likely speaking out of frustration. These words are rarely facts.

“Exaggeration is truth that has lost its temper.”

Swap these extremes for specific facts:

• The Attendance Issue: Instead of “You never attend co-planning sessions,” try “This is the second time we missed planning together. We need both our areas of expertise there.
• The Materials Issue: Instead of “You are always late with materials,” try “This is the second time the materials were not ready. Please let me know in advance if the plan changes.”

Specifics allow for a calm conversation. You can start showing this respect in the first few minutes of the school day.

The Five-Minute Parity Plan

A simple way to build authority is to have the co-teacher lead the first five minutes of class. This teacher can lead a review activity while the other teacher observes. This small shift creates several benefits:

• Students see the co-teacher as a leader. They see a credible authority.
• The teacher leading the review learns the content more deeply.
• The teacher who is not leading has time to collect student data.
• Students get a review using methods other than a verbal-linguistic lecture.

Public leadership is vital, but private communication must remain the priority.

Closing: Practicality Over Perfection

These scripts are starting points. They are not magic words. You must deliver them in a calm tone without any hint of sarcasm. A respectful sentence said with sarcasm will still damage a relationship.

These scripts are starting points. They are not magic words. You must deliver them in a calm tone without any hint of sarcasm. A respectful sentence said with sarcasm will still damage a relationship.

Don’t try to fix everything in one day. Pick one phrase and try it. The goal is not to win an argument. The goal is to keep enough trust in the relationship so you can both serve your students. Professional relationships stay strong when we address concerns one-to-one and keep respect at the center of the room.

Video: What to Say to Your Co-Teacher | Co-Teaching Communication and Parity

FAQ

What should I say to my co-teacher during a hard conversation?

Start with language that protects the relationship while addressing the issue directly. Use specific observations, focus on future solutions, and frame concerns around shared goals for students. Phrases like “Next time, let’s…” or “I noticed…” are more productive than blame-based language.

Why is parity important in a co-taught classroom?

Parity matters because students notice how teachers treat one another. When one teacher is seen as less important, the classroom relationship weakens and student respect can shift. Shared language, shared leadership, and mutual respect help both teachers maintain credibility and support students more effectively.

How can co-teachers handle conflict without damaging the relationship?

Co-teachers can handle conflict more effectively by speaking privately, using calm and specific language, avoiding exaggeration, and focusing on what should happen next rather than attacking what already happened. Respectful communication helps preserve trust while still addressing real concerns.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post What Do I Say to My Co-Teacher? appeared first on Susan Fitzell.