Workplace bullying is a severe issue for all employees, and it is exponentially destructive for people on the autistic spectrum or with other neurocognitive differences. We know bullying, hazing, and harassment are workplace problems. Many of us struggle with how to deal with the issue effectively to s. Rather than philosophize about this issue, I’m sharing some practical strategies that provide ALL employees with a psychologically safe workplace and prevent bullying in a neurodiversity initiative.

Recognize bullying

Many workplaces do not recognize most bullying as severe enough to take action. Non-action conveys that the behavior is acceptable in a company’s culture. Consequently, bullying continues unchecked. Recognizing bullying is, therefore, crucial. We can’t fix a problem we can’t (or refuse to) see. Some companies face lawsuits because their neurodiversity initiative did not prepare the culture to understand and support the initiative first. Without taking the time to lay the groundwork, it’s challenging to build trust and psychological safety for teams.

Watch this video if you’d like to know how to promote trust on neurodiverse teams.

Foster effective management skills

“Nothing about us, without us,” an expression that may have originated at a disability conference in Eastern Europe, is an expression passionately exclaimed by the autistic community. Often, people with disabilities, people whose brains are wired differently, or people from minority groups are not included in discussions that make decisions that impact their lives and livelihoods. Influential leaders understand the importance of having stakeholders in the decision-making process. Ask for their thoughts, suggestions, and feedback. Provide a safe space for employees to share what isn’t working or how things might work even better. Success soars when a manager’s engagement with their employees is high. A manager’s attitude toward building a strong, supportive, positive workplace culture plays a vital role in protecting neurodivergent employees from harassment.

Provide education and training

Provide training and education about neurodiversity through thoughtful discussions and frequent training sessions. A one-and-done webinar on neurodiversity is not enough. It takes time, effort, and difficult conversations to foster changes in attitudes that, often, have formed over a lifetime. However, the investment is worthwhile because neurotypical employees can better support their neurodivergent coworkers when they understand daily difficulties. For a tangible example, meet Ella, an employee with a non-verbal learning disorder, and consider her humiliation when her teammate didn’t understand her learning differences.

Encourage generosity in the workplace

Appreciate employees’ excellent performance, give constructive feedback, and actively listen to their problems. I’ll never forget the one boss I had in my career that took the time to encourage, appreciate, and give kudos to me on sticky notes. That sticky note might be on a returned report he handed me (it said, “A thing of beauty”), or found in my office mailbox (that one said, “Well run meeting”), or on my desk (there were several over the years). I still have them. These little acts of kindness unlock generosity, willingness to share knowledge, and high morale. When employees feel good about their work environment, they are kinder to each other.

Create diverse teams when possible

I’ve heard stories of autistic employees being assigned to teams that only included other autistic employees. That’s akin to taking all the kids with learning disabilities and pulling them into a group in the back of the classroom and teaching them separately. The stigma is enormous, and expectations are often lower, thus stunting their growth. The effect is the same in the workplace. Include neurotypical and neurodivergent workers on teams because the ROI is much greater with the cognitive diversity on inclusive teams. Provide an environment that encourages a healthy exchange of ideas and acceptance of human differences. Such an environment helps employees to develop patience, generosity, acceptance, and mindfulness, all known to increase employee loyalty and retention.

Be an active listener

Listening skills are seriously underrated. Twenty years ago, active listening skills were taught in schools and businesses regularly. It was a ‘thing.’ Like many passing trends, listening skills fell out of vogue. Then came smartphones and reduced in-person face-to-face interaction. I suspect we, as a human race, listen less today than at any other time in history. Become a dependable source of support for your employees by learning how to connect sincerely and listen. Pay attention. It’s essential to not only listen to the words spoken but also to ‘listen’ to what is unsaid. Actively listen to them and provide helpful feedback. Active listening skills strengthen business connections, foster a sense of being heard or valued, foster trust, and enhance the value of communication. For a step-by-step guide for active listening, see my article, “3 Critical Skills Needed to Advance Your Career.”

Beware of environmental stressors

Inadequate or harsh lights, loud sounds, and strong fragrances can cause some, including the neurodivergent, to suffer chronic headaches, anxiety, visual stress, and depression. It’s difficult, and sometimes impossible, to work to the best of your ability in an uncomfortable environment. This is not an attitude problem; this is a biological problem. It’s also not a problem that only applies to neurodivergent employees. Consider how well you’d work in an office that was freezing cold or overly hot. How focused are you if you are trying to work while someone is banging on the ceiling while installing a new roof or fixing the air conditioning unit? Random noises are the worst distractors and annoyances. All of us struggle with some of these things.

Designing an environment conducive to high productivity is a win-win for everyone. If you can spare office space to create a sensory room, it might be just what is needed to bring out the best in some of your employees. For more information on sensory rooms, I’ve expanded on the idea in this article, “Sensory Rooms - Facilitating Neurodivergent- Friendly Workplaces.”

Create a lending library

Human resource teams and managers in every neurodiverse organization would benefit from access to books or articles on neurodiversity written by neurodivergent authors. Most people still don’t know what the word “neurodiversity” means. Even fewer understand the deeper nuances of neurodivergence. Making books and resources on neurodiversity available allows people to learn when they are interested and ready. These resources would be better if provided in multiple formats such as audiobooks, white papers, paperbacks, or digitally.

Institute a zero-tolerance rule

Bullying occurs in work environments where a disrespectful attitude is accepted. Implement strictly operational policies to stop workplace bullying under all circumstances and foster an atmosphere of mutual respect and courtesy. All allegations of abuse or bullying at work, whether possible or actual, should be dealt with in privacy, addressed seriously, and immediately investigated.

Understand the differences

Understand the differences between neurodivergent people born with brains wired differently and other mental disabilities and illnesses. Understand that not all autistic people have high support needs. Many are so successful in their careers and good at masking their neuro difference that they appear neurotypical. Recognizing our neurological perspectives helps us coexist more smoothly. Most of our attitudes and views toward people on the spectrum, or people with dyslexia, OCD, and other types of neurodivergence, are inaccurate. They are based on media representations or that kid we went to school with that was constantly criticized by the teacher for not acting or learning like ‘the other kids.’

Final thoughts on ways to prevent bullying in a neurodiversity initiative
It is time to stop ignorance and intolerance toward neurodivergence. If there is anything for which we need a solution, it is not autism but rather prejudice and ignorance. So, taking steps to understand neurodiversity, talk about it openly, and promote understanding will go a long way to foster successful neurodiversity.

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.”

Frequently Asked Questions

Why are neurodivergent employees especially vulnerable to workplace bullying?

Neurodivergent employees may communicate, process information, respond to stress, or interact socially in ways that differ from workplace norms. Coworkers or managers may misinterpret those differences as rudeness, incompetence, lack of cooperation, or strange behavior. Without education and clear anti-bullying expectations, these misunderstandings can lead to exclusion, ridicule, harassment, or unfair treatment.

How can employers prevent bullying in neurodiverse teams?

Employers can prevent bullying by establishing and enforcing clear anti-bullying policies, educating employees about neurodiversity, involving neurodivergent employees in decisions that affect them, and creating safe ways to report concerns. Managers should respond quickly and privately to allegations while consistently reinforcing a culture of respect, psychological safety, and accountability.

What is psychological safety in a neurodiverse workplace?

Psychological safety means employees can ask questions, share ideas, discuss their needs, and report concerns without fear of humiliation, retaliation, or exclusion. In a neurodiverse workplace, psychological safety also means that different communication styles, sensory needs, and ways of thinking are respected rather than treated as problems.

How does management behavior affect workplace bullying?

Managers shape what employees believe is acceptable. When leaders ignore disrespectful behavior, minimize complaints, or fail to address harassment, bullying can become part of the workplace culture. Managers who listen actively, investigate concerns promptly, model respectful communication, and hold employees accountable help create a safer environment for everyone.

Does neurodiversity training prevent workplace bullying?

Neurodiversity training can help prevent bullying when it is ongoing, practical, and supported by leadership. A single webinar is rarely enough. Effective training helps employees understand neurodivergent communication, behavior, sensory needs, and workplace barriers while providing concrete guidance for respectful collaboration.

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The difficult conversation we need to have before diving into neurodiversity in the workplace

We understand that the reason businesses exist is to make money. So naturally, an employer wants people who can best contribute to that goal. From the start of the industrial revolution, the ideal employee had no “hindrances” in helping the company meet its goals. As such, types of work were divided along gender lines. The striation is evident even today. Thankfully, the needs of society in the 1700s are not the needs of today. Further, current issues need innovative, out-of-the-box solutions, so a cookie-cutter “ideal” doesn’t have to exist for many roles.

Enter neurodivergent (ND) women. The stats regarding employment rates for this population sector are frighteningly low, and not for the reasons you think. Consider the following:

• Humans still, subconsciously, at least, prefer sameness when employing others which translates into a favorable bias for neurotypicality, whiteness, maleness, and other things traditionally deemed “normal” in the workplace. This natural human inclination results in a bias toward team-player personalities and those naturally comfortable in social settings. This tendency excludes many neurodivergent women.
• Neurodiversity is often unheard of or misunderstood. So without accurate knowledge of what this group of people is like, assumptions are made, and management runs with it.
• Workplace gender inequality is still a thing. The unconscious idea that women are less suited to specific roles exists, and it comes through even more strongly when neurodivergent traits are apparent.
• Sadly, mental illness and mental differences are still taboo, and many aren’t yet able to see beyond a diagnosis, labeling others by it when there isn’t a need to do so.

These facts converge into a situation that can affect 15–20% of the population.

That’s significant.

Diversification isn’t just a trend, a ploy to accommodate and appease neurodivergent women. It’s a requirement to continue being relevant and innovative. Is the effort worth it? Let’s talk about who we are.

Who are we?

Neurodiversity encompasses autism, ADHD/ADD, Tourette’s, dyslexia, dyspraxia, dyscalculia, and other mental health expressions. Many of us have an idea of what these conditions may “look” like. Still, that idea is typically based on what we see on television — a form of media where the male representation of these conditions dominates.

According to Zener, D. (2019), “Journey to diagnosis for women with autism,” autistic females are less likely to be diagnosed at an age where appropriate support can be put in place. If they are seen by a medical professional, they are often misdiagnosed as having anxiety, depression, or bipolar disorder.

The same applies to ADHD/ADD. If you try to find media representations of dyslexic celebrities and business leaders. Chances are, they are male.

Recently, in an effort to ensure that my keynote on the topic of neurodiversity at work included successful neurodivergent women of color, I spent five hours combing the web to find representation that was ‘self-disclosed” and well known. I avoid using examples that “others” have diagnosed from afar. I was shocked that examples were not easier to find. The only neurodivergent woman I found who openly discussed her diagnosis is artist, Morgan Harper Nichols.

As is common in medical research, neurodiversity was studied using mainly male sample groups. Consequently, the diagnostic tools that resulted from these studies favor diagnosis in males rather than females; thus, females are diagnosed less. Therefore, a false paradigm was reinforced that neurodivergence is predominantly male.

Males tend to externalize their distress through disruptive behavior or violence, while females are more likely to turn inward, resulting in psychosomatic symptoms, self-harm behaviors, and anxiety. This tendency is well known and is mirrored in the manifestation of clinical depression and suicidality in men versus women. (Hiller RM et al. 2014, Solomon M et al. 2012)

What to do (and not do) when your employee reveals their neurodivergence

If a neurodivergent woman at work discloses that she is neurodivergent, here are some helpful things to know:

• Her diagnosis will likely take you by surprise. Try not to react with statements like, “Oh! No way you are autistic! You don’t [fill in the blank — flap, have poor eye contact, etc.]. She’s likely been invalidated in this way her entire life. When an employee has the courage to disclose their neurodivergence, immediately dismissing what they are saying undermines their truth.
• Don’t presume anything.
• Don’t reference pop culture examples of neurodiversity. They’re often wildly inaccurate, one-sided representations from a neurotypical perspective only. Never say, “So you’re like….[fillin the blank — Rainman, Sheldon, the Good Doctor, etc.].”
• Listen with an open mind.
• Ask her about previous work experiences and how you can best support her.
• Understand that it takes a lot to disclose a diagnosis, and she is risking much by being open about it.
• Get to know the strengths and weaknesses of her type of neurodiversity and then ask what her lived experience has been.
• Don’t pathologize her symptoms if she experiences difficulties. Respect them instead. No one is perfect, and room for grace is always appropriate.
• Please do not talk about her disclosure to other employees.
• Discuss appropriate workplace accommodations and keep an open mind.
• Be patient with yourself and with her.
• Depending on her diversity, be aware that some tasks and obligations might be difficult or more tiring for your neurodivergent employee than they are for others.

What neurodivergent women want you to know

• If we don’t appear neurodivergent to you, it doesn’t mean that we aren’t. Masking is extremely common, and it has developed as a survival mechanism.
• We know what we are capable of, and we also know what we cannot do. Please don’t underestimate our abilities.
• Know that many neurodivergent women often don’t comply with society’s idea of what a woman “should” be. Don’t draw conclusions based on normative standards.

I can’t tell you how many times in my life I’ve been told I act more like a man than a woman. Unfortunately, that’s not considered a good thing by most people, especially men.

• We don’t use our differences as an excuse for special treatment, so try to bear that in mind when we do things differently.
• We learn differently from others. As such, our career path may look different from the usual.
• We may ask many questions or request clarification in writing more often than expected. There may be several reasons for this. But none of them are because we are stupid or are trying to be annoying.

This is another one that has been challenging for me at work and in personal relationships. I’ve learned to warn people that I ask a lot of questions not to challenge, but to better understand the why and how of what I’m being asked to do. So often, this questioning is read as resistance. Take a step back and hold your judgment. This person may be trying to ensure that she will meet expectations and do an excellent job.

• We might struggle with speaking up in social situations or may struggle to be heard and understood in meetings. Our colleagues can often miss our ideas because of that. Try to be conscious of this tendency.
• We often have an offbeat sense of humor. Try not to let it offend you.
• Any unexpected bluntness from us isn’t malicious.

This bluntness causes so many misunderstandings! It’s exhausting to try to make what needs to be said — soft and pretty — like a lady should say it. I’ve spent a lifetime working on reframing what I need to say so that it doesn’t offend, especially in writing. If the person I’m talking with is from the West Coast USA, I tell them I’m a New Englander so I’m direct. Then they may give me a pass!

• We are likely oblivious to office politics and may never be proficient in reading the room for trouble spots.
• Our facial expressions might be hard to read. Just know that it’s not deliberate. We are probably just concentrating hard.

All too often in my life, I’d be processing what was happening in the room, and people mistook my expression for anger. I wasn’t angry. I was processing! There’s a term for that expression. It’s called resting [fill in the blank] face.

In an interview with neurodivergent women on neurodiverging.com, Lauren Melissa, autistic advocate, and creator of AutieTips, had this to say:

“…we do have struggles, but we also have so much to offer. We are inherently valuable in a society that really needs out-of-the-box thinking and innovation in order to overcome the complex issues that we face. Not autistics face, but society as a whole face.”

It’s that last statement from Lauren that makes the point. Modern society as a whole has unique and complex challenges and needs. The one-size-fits-all, best practice, rigid thinking that defined work in the last century is outdated. There is no manual for the problems society faces. The only way is to lean into the complexity and allow the inherent diversity of human beings to be the tool to alleviate some of these issues.

How to support ND women in the workplace…and elsewhere

Jorun Bork wrote the article “5 Ways To Empower Neurodivergent Women In The Workplace” and mentions this gem from a career coach speaking on neurodiversity.

“Assume that all employees are neurodivergent to create an inclusive culture. Don’t assume that everyone would feel comfortable switching desks or not find the lights too bright. Then, if an employee is neurodivergent and you check in with them regarding the seating allocation and the environment, they will feel more supported.” (Bork, J)

Call to action

We need to see human beings for what they are and allow them to be what they are. We are all unique, capable, talented, fragile, and fallible creatures. We all get tired and overwhelmed sometimes. Mental illness is no stranger to many.

Psychological safety requires a softer, kinder outlook toward all people — neurotypical and atypical. Would not empathy, openness to learning, humility, respect, and childlike curiosity go a long way to improvements in work life, schooling, education, and simple daily life?

The neurodivergent doesn’t need special treatment — everyone deserves to be treated with understanding and dignity, which then calls for a less selfish outlook. Kindness is always a good idea.

References

Bork, Jorun, https://sheroserevolution.com/jorunbork/neurodivergent-women-in-the-workplace/

Centers for Disease Control and Prevention. Autism Spectrum Disorder Data and Statistics, 2022. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention.

ORIGINAL SOURCE: Centers for Disease Control and Prevention. Attention-Deficit / Hyperactivity Disorder (ADHD) Data and Statistics, 2021. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention.) REPLACEMENT SOURCE: https://www.rehab4addiction.co.uk/data/data-statistics-adhd

Doyle N. Neurodiversity at work: A biopsychosocial model and the impact on working adults. Br Med Bull; 2020. doi: 10.1093/bmb/ldaa021.

Hiller RM et al. (2014), Sex differences in Autism Spectrum Disorder based on DSM-5 criteria: evidence from clinician and teacher reporting. Journal of Abnormal Child Psychology. 42(8), 1381–1393

Solomon M et al. (2012) Autism symptoms and internalizing psychopathology in girls and boys with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. 42, 48–59.

Zener, D. (2019), Advances in Autism, Vol. 5 №1, pp. 2–13. https://doi.org/10.1108/AIA-10-2018-0041

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.

FAQ

Why are neurodivergent women often diagnosed later in life?

Neurodivergent women are often diagnosed later because many diagnostic models were historically based on how autism, ADHD, and other forms of neurodivergence commonly appeared in boys and men. Women may also mask their traits, internalize distress, or develop strategies that make their differences less visible. As a result, they may be misdiagnosed, overlooked, or unsupported for many years.

What is masking among neurodivergent women at work?

Masking is the effort to hide, suppress, or compensate for neurodivergent traits in order to meet workplace and social expectations. A neurodivergent woman may force eye contact, rehearse conversations, soften direct communication, hide sensory distress, or imitate expected social behaviors. Masking can help someone appear to fit in, but it can also be exhausting and contribute to stress, burnout, and reduced psychological safety.

How should a manager respond when a woman discloses that she is neurodivergent?

A manager should listen respectfully, maintain confidentiality, and avoid questioning or minimizing the employee’s disclosure. Rather than making assumptions, the manager can ask what support would help the employee perform at her best. The conversation should focus on the employee’s lived experience, strengths, workplace barriers, and any reasonable adjustments she may need.

What workplace supports help neurodivergent women succeed?

Helpful supports may include clear written expectations, flexible communication methods, quieter workspaces, advance notice of changes, additional processing time, and options for participating in meetings. Employers should also create a culture where employees can ask questions, communicate directly, and discuss their needs without being viewed as difficult or incapable.

How can employers reduce bias against neurodivergent women?

Employers can reduce bias by educating managers and hiring teams, reviewing assumptions about communication and professionalism, and avoiding narrow ideas about how women should behave at work. Inclusive workplaces assess people based on their contributions and capabilities rather than eye contact, facial expressions, social ease, or conformity to traditional gender expectations.

Photo credit: DisobeyArt /iStockphoto Standard License

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How to stop wasting your professional development budget on one-size-fits-all training that doesn’t work.

As increasing numbers of businesses implement programs to attract and retain neurodivergent workers, the time has come to focus on how to support the professional development of those employees. Traditional training programs are often inadequate for neurodivergent individuals, such as autistic employees or those with dyslexia or ADHD. By the way, that’s probably 40% of your current employees!

Large, classroom-based programs (in-person or virtual) that require quick, on-the-spot thinking, presenting responses in front of the group, or featuring long lectures can be counter-productive for over fifty percent of your employees. Webinar-style training often encourages employees to click through while multitasking. Heck! No one can see what they are doing. Admit it; you’ve done it, too! Okay, I’m also guilty of multi-tasking during a boring webinar.

Despite the training challenges, employees must have the opportunity to learn and grow in their place of work. So, how can professional development training programs be designed differently, with the other 40% in mind?

Yes, you can safely assume that 40% of your staff does not learn through traditional methods. I’ve spent my entire career in education. 40% of students need differentiated instruction. Their brain wiring doesn’t change just because they become adults. Most adults figure out how to hide their learning challenges as they move into the workplace.

Designing programs with the knowledge that employees have different learning preferences, and brain wiring, is key to helping them get the most out of their training. When they engage and learn because the training meets their learning needs, they can give the most back to their place of work. While no two employees will have the exact learning needs, some best practices make professional development training more accessible to all employees, including your neurodivergent talent.

Include neurodiverse employees in the development of training programs

When designing professional development courses or materials, the goal is for the training to be effective for all employees. How about including neurodiverse employees in the creation process? Their input allows for programs to be developed that do not exclude a portion of the workforce unnecessarily.

Most professional development is planned according to the status quo; how teaching has been done forever! If you looked at a picture of a college classroom taken 100 years ago and compared it to a photo of a college classroom today, you’d likely see no difference; Rows of students facing a teacher who lectures from the front while students take notes. We still overwhelmingly teach to verbal-linguistic learners who read well and have excellent auditory memories. That instructional format does not consider the needs of employees with dyslexia or ADHD, or those who need extra time to process and reflect on the concepts being taught, or hands-on learners. I could go on, but you get the idea.

Provide training in multiple formats

Recent research from Volpone et al. shows that providing professional development training in the form of self-paced tutorials or when appropriate, on-the-job training was preferred by neurodivergent employees over in-class or online courses (2022). Additionally, providing information in multiple ways, such as verbally, through short video clips, microteaching, gamification, hands-on learning, or mentoring accounts for differences in learning preferences and yields better results.

Provide as much information in advance as possible

Providing information about the learning expectations in advance can ease anxiety and allow employees to undertake the training program feeling more in control of the experience. Wille and Sajous-Brady suggest that employers “clearly describe key expectations and instructions in writing,” along with providing task checklists and flowcharts in advance (2018). Frontloading doesn’t benefit neurodivergent employees alone. The introverts on your staff also appreciate having the information ahead of time.

Follow-up support is key

A support network for neurodivergent employees can greatly improve job performance and support their mobility within a company. Providing mentors or coaches can help employees follow through on completing professional development training tasks. An accountability partner can be a game changer when training is in the format of self-paced modules (Volpone et al., 2022).

In addition, providing flexible options for presenting work and showing understanding is essential. Videos, written responses, presentations, and one-on-one discussions are good ways to demonstrate an understanding of training program materials.

Designing professional development training programs with the neurodivergent employee in mind creates programs that benefit all employees. Well-designed training programs that support different learning preferences by offering multiple training formats, clearly articulated instructions, and clear expectations provided in advance are the gold standard. Add follow-up support and flexible methods for employees to demonstrate understanding to maximize training efficacy.

References

Burton, L., Carss, V., & Twumasi, R. (2022). Listening to Neurodiverse Voices in the Workplace. Ought: The Journal of Autistic Culture, 3(2), 56–79.

Code42, (2022) https://venturebeat.com/data-infrastructure/report-companies-face-a-37-chance-of-losing-ip-when-employees-quit/

Volpone, S., Avery, D. R., & Wayne, J. (2022). Shaping Organizational Climates to Develop and Leverage Workforce Neurodiversity. In Neurodiversity in the Workplace. Taylor & Francis.

Wille, S., & Sajous-Brady, D. (2018). The inclusive and accessible workplace. Communications of the ACM, 61(2), 24–26.

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.

FAQ

How can employers make professional development more inclusive for neurodivergent employees?

Employers can make professional development more inclusive by offering training in multiple formats, providing instructions and expectations in advance, and giving employees different ways to demonstrate what they have learned. Self-paced modules, short videos, written materials, hands-on practice, mentoring, and one-on-one discussions can help employees access training in ways that better match their learning and processing needs.

Why does one-size-fits-all workplace training often fail?

One-size-fits-all workplace training often assumes that every employee can learn effectively through lectures, webinars, timed tests, or text-heavy modules. These formats may create barriers for employees with ADHD, dyslexia, autism, auditory processing differences, or other learning needs. When training measures reading speed, quick verbal responses, or comfort presenting in groups instead of actual job knowledge, employers may not get an accurate picture of what employees understand.

What professional development formats work well for neurodivergent employees?

Effective professional development formats may include self-paced learning, on-the-job training, microlearning, mentoring, visual instruction, short videos, hands-on activities, and clearly written checklists or flowcharts. Follow-up coaching and flexible assessment options can also help employees apply what they learned and demonstrate understanding without being limited by one particular training format.

Why should neurodivergent employees help design workplace training?

Including neurodivergent employees in the design process helps organizations identify barriers that may otherwise go unnoticed. Their input can improve instructions, learning formats, assessments, and follow-up support. These improvements often benefit the entire workforce by making professional development clearer, more flexible, and more relevant to different ways of learning.

How does inclusive professional development improve employee retention?

Inclusive professional development helps employees feel capable, supported, and able to advance within the organization. When training reflects different learning needs and gives employees a fair way to demonstrate knowledge, they are less likely to become frustrated or leave because of inaccessible systems. Employers also protect the time, experience, and institutional knowledge they have invested in their workforce.

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Starter Guide to Hire and Manage Staff with autism spectrum disorders (ASD)

It’s well known that people on the autistic spectrum may need special considerations and allowances in the workplace. Although this can seem time-consuming and too complicated, considerable research has shown that the benefits can far outweigh the cost.

Increasingly, workplaces are seeing the benefit of hiring and maintaining autistic employees. These benefits include the employee’s ability to maintain sustained concentration, superior memory, strong attention to detail, high integrity, faster problem-solving, and so much more.

So, what can your organization do to get prepared to harness these advantages and get ahead of your competitors? This starter guide will give you some of the basics to get prepared from team education, interviews, and more:

Educate Staff and Human Resources (HR)

Educating your staff and HR team may be the most important step, whether you aim to hire autistic employees or generally educate yourself on ASD-related issues and benefits.

Educating yourself on some of the more general characteristics of people with ASD can help you understand your employees and ensure the correct allowances can be made so other team members can be aware and more accepting of some of the ‘quirks’ of ASD.

Many autistic people have some stimming behavior –they may flap hands when agitated, play with their hair, repeat your words back to you, and many others. Other autistic people can be very blunt in their interactions with others (this is covered more below). These are all common characteristics of ASD and should be considered a normal part of their daily life and not seen by the team as ‘strange’ or ‘concerning.’

Getting your team educated by one of the local autism organizations or groups in your area can be a great way to learn. These groups help us to gain insights into providing a psychologically safe environment, hear firsthand from autistic employees and inform your HR policymaking. Not only will this ensure you have the basics, but it can also put you in touch with people with ASD that may be an excellent fit for your organization.

Right People for the Right Job

Ensuring you have the right prospective employee for the job is vital in any organization.

Tapping into the ‘Special Interest’ of potential autistic employees is the best way to ensure you have the right person. One of the most common characteristics of autistic people is their special interests. Many autistic people consider their particular special interest to be an important strength, a way to relieve stress — this is where you will find their passion and talent.

For example, if your organization deals with railways or locomotives, look for someone with a special interest in trains, timetables, or even transport systems. Matching employees with their special interest in the field you want them to perform will instantly put your organization ahead of your competitors.

Local autism organizations, special interest groups, disability employment providers, or even online forums about specific topics and interests can be a great way to look for potential autistic employees. Don’t assume they are actively looking for roles on jobseeker websites or newspapers. If you do, you may not find them.

Rethink the Interview

We all hate interviews, but autistic candidates find interviews even more problematic. Bright office lights, large interview panels, unknown people, and not knowing the questions can all be problems for people with ASD.

Think about changing the place you interview, maybe a darker room, outdoors or somewhere else quiet — sometimes even an online ‘Zoom’ type interview from the comfort of the interviewee’s home can make all the difference.

Send the interviewee a set of the questions you will ask and perhaps a photo and background profile of the interview panel members — this can give autistic candidates comfort in having at least a little knowledge of the people they will be meeting.

Why not even ask the interviewee what might help them in the interview and allow them to email you any questions or clarifications they might have after having time to process the interview?

These easy and simple adjustments will ensure you get the best out of the interviewee, and they have a chance to show their full talents.

Rules and Expectations

As mentioned above, many autistic people have unique behavioral characteristics that sometimes seem unacceptable, strange, or blunt. Adjustments need to be made for each autistic employee to ensure these behaviors don’t end up causing problems in the workplace.

Nonetheless, that doesn’t mean autistic employees can do and say whatever they wish without consequences — there still needs to be workplace expectations in place.

Clear, explicit, and concise rules and expectations are fundamental when setting norms for neurodiverse teams. Some of the basic rules and expectations you can put in place might even be things other team members take for granted (mainly unwritten rules) — so write them down and be blunt and straightforward — some of these may include:

• Unacceptable language and words (you can’t say f#k, S!t, etc.)
• Inappropriate behaviors (touching others, removing clothing, etc.)
• Start and finish times, lunch break times, and lengths (remember if you set a specific time, the employee may not be able to be flexible around these times without notice)

You might think some of these are basic commonsense workplace or societal rules, but often autistic people miss these nuances of life. Once they’re explained, they become almost embedded in future conduct and behaviors.

The key here is to work individually with each autistic employee to ensure they have all the information they need to fit into a workplace successfully or for the workplace to adjust to suit their needs. Performance Management Plans that can be used for all employees can effectively create the right expectations.

These simple adjustments can help avoid HR complaints and other issues with autistic employees.

Role and Performance

Clear expectations of a role or detailed instructions on what you want from them are essential — even if you think it is obvious, someone with ASD may not.

Especially if the role involves their ‘special interest’. You could end up with wasted time, too much information, or the employee going in a direction you had not intended. Simple things you can do include:

• Don’t assume instructions are clear. Be concise and explain in detail exactly what you want from them — (if you ask for a list of breeds of cat, don’t assume you will end up with a short list of domestic cats — you may get a list of every species and sub-species of feline on earth– this can be a waste of everyone’s time).
• Write your expectations and instructions down. Be as clear and detailed as possible.
• Ask the employee to clarify what they think the role is and what they should be doing. Let them read your instructions a day or two before the required start time. Providing instructions in advance is an easy way to ensure everyone is on track.

Even after you’ve made the role and performance expectations clear, if you still have performance issues with an autistic employee, don’t assume it’s because they aren’t good enough. Stop and think; is there a simple adjustment we can make as an organization to fix this? Often working with the employee on a ‘quick fix’ can solve the problem. Again, using Performance Management Plans can be a great way to structure your requirements.

Things to Remember:

I can’t stress enough that flexibility is critical. Individualize role and performance expectations with each autistic employee. It might seem time-consuming initially, but it will ensure the employee’s output outweighs any time invested in the accommodation effort.

By starting with these easy processes, your organization can be ahead of the pack on your journey to employing the perfect autistic superhero employees.

The most important thing to remember is Flexibility, Flexibility, Flexibility!

When you meet one person with autism, you’ve met one person with autism
This article was written in collaboration with a person with ASD

References

Jacob A, Scott M, Falkmer M, Falkmer T. (2015) The Costs and Benefits of Employing an Adult with Autism Spectrum Disorder: A Systematic Review.

Kirchner, J. & Mller-Remus, D. & Dziobek, Isabel. (2012). Special Interests in Adults with Autism and Their Potential for Employment.

Photo Credit: Modified Vector from chanpipat / Shutterstock Standard License

FAQ

What are the best ways to hire autistic employees successfully?

The best ways to hire autistic employees include rethinking traditional interviews, providing clear instructions, sharing interview questions in advance when possible, and focusing on actual job skills rather than social performance. Employers should also educate hiring teams about autism in the workplace so they can recognize strengths, reduce bias, and create a more inclusive hiring process.

How can employers retain autistic employees in the workplace?

Employers can retain autistic employees by setting clear expectations, writing down instructions, reducing unnecessary ambiguity, and making practical workplace adjustments that help employees succeed. Retention improves when managers stay flexible, match employees to roles that fit their strengths, and create a work environment where autistic employees feel supported rather than misunderstood.

What workplace adjustments help autistic employees perform well?

Helpful workplace adjustments for autistic employees may include clear written instructions, predictable routines, direct communication, interview modifications, quieter workspaces, extra processing time, and flexibility around how tasks are completed. The goal is not to lower expectations. The goal is to remove unnecessary barriers so autistic employees can use their strengths and perform at a high level.

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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

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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.

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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

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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.

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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.

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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

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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.

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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

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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

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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

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