Supporting neurodiversity for leaders

What is neurodiversity?

Neurotypical is the term for people whose brains and nervous systems function “typically”. 

Neurodivergent people may think, learn, and interact differently to what is considered typical. Neurodivergent people include those with learning differences, attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). While Canadian statistics are not available, it is estimated that up to 20% of the US population is neurodivergent (D’Souza, 2017).

Neurodiversity refers to what Psychology Today describes as “the idea that neurological differences, such as those seen in autism or ADHD, reflect normal variations in brain development.” They’re not mental illnesses. There is nothing to cure. Neurodivergence has existed throughout history and should be understood and supported at work.

It’s likely that you know or work with someone who is neurodivergent. As with all people, no two neurodivergent people are alike. Some may also have a mental illness, but not all will. Some may be highly skilled, and others are not. At work, this means that each neurodivergent employee brings a unique set of skills and talents. It also means they may require different supports or accommodations, or none at all.

Neurodiverse is one way to describe an inclusive workplace that supports all types of thinking, learning, creating, and interacting.

What is masking?

Women and minorities are more likely to be diagnosed with a neurodivergence later in life. This may be because the differences can be subtle and easily masked.    

Masking or camouflaging is a technique that is used to consciously or subconsciously suppress certain behaviours with the goal of appearing more socially acceptable. This technique can be exhausting and stressful. For example, someone might try to sustain prolonged eye contact when it is not natural for them to do so, or they watch how others speak or act and mimic them. 

As a manager or workplace leader, you can discuss the employee’s masking techniques and assure them they do not need to mask in the workplace. This can also be discussed with all employees as an educational workshop that is part of learning about and accepting people who are neurodivergent.

When an employee does not feel the pressure to mask at work, they are better able to concentrate and function on the task at hand. 

Benefits of a neurodiverse workforce

Employers can benefit from supporting neurodivergent employees and engaging their unique skillsets, which can include:

• Technical design
• Creative problem solving
• High levels of concentration
• Strong ability to detect errors or inaccuracies
• Strong informational recall
• Ability to excel at routine or repetitive work

When supporting neurodiversity is prioritized, employers are more likely to benefit from:

• Team productivity
• Retention
• Engagement
• Innovation
• Different perspectives

Being inclusive  

Inclusion requires awareness and respect for differences. While for some teams, social events that are loud and raucous are considered fun, that may actually make those who are neurodivergent feel excluded and anxious.

Being inclusive of neurodiverse teams requires awareness of activities that may be challenging, or even upsetting, for those who are neurodivergent. This can include activities that are:

• Overstimulating due to being fast paced, chaotic, or unstructured
• Isolating if they are focused on neurotypical traits or categorizations that are not relevant to them, such as personality profiling
• Draining if the activity or interaction takes hours or involves large groups

Some activities that may be engaging for a neurodiverse team:

• Trivia or photo recognition games (who, what or where is this?) with employees in groups to answer questions
• Stories with a beginning, middle and end that become the basis for small groups to discuss a challenge or riddle
• Online “happy hours” where fun questions are provided in advance, and each person can participate in the way that best works for them
• Sending out icebreaker questions like “2 truths and a lie” in advance so that everyone can come prepared with their responses
• Challenging small groups of employees to draw complex ideas in the form of charts or infographics 

Opting out of team building or social activities that are not inclusive of neurodiversity should also be considered as an accommodation for some. 

Some other approaches to make work more inclusive of those with neurodivergence include to:

• Educate the entire workforce on the benefits that neurodiverse employees can bring to the table.
• Provide workshops on how to support neurodiversity at work. Have neurotypical and neurodivergent employees work together in small groups.
• Ask all employees what they need to be successful at work. All employees benefit from reasonable adjustments to suit their own work style and abilities.
• Provide the accessible approaches to learning and development so that all employees have similar, if not identical, opportunities for growth.   
• Create an employee resource group (ERG) where neurodiverse employees can come together to discuss any barriers as well as to share tips and strategies for success.
• Provide easy access to information about organizational supports and resources such as human resources services, benefits, and accommodations.

ADHD at work

Attention Deficit Hyperactivity Disorder (ADHD) is a type of neurodivergence. There are 3 sub-types: inattentive, hyperactive/impulsive, and combined. 

According to the American Psychiatric Association, it affects about 1.2-7.3% of adults worldwide. The core symptoms include inattention, hyperactivity, and impulsivity. 

People with ADHD may struggle with low self esteem, anxiety, and depression. Social interaction may cause “embarrassment, disappointment, criticism, or failure”  (American Medical Association, 2007).  

Potential challenges and strengths

Leaders can better help people who have ADHD by understanding the particular challenges and strengths they may bring to work. These include:

• Sequencing (prioritizing, organizing, time management, instructions)
• Visual and motor skills (processing information, reading/writing/spelling)
• Auditory disorders (processing sounds, distinguishing words that sound familiar)
• Memory disorders (quickly retrieving information)

Some employees with ADHD will also have difficulty navigating social interactions with colleagues and supervisors. Poor self regulation, difficulty understanding social cues, moodiness, or frustration can be common but are not experienced by all. 

Just like no two people are alike, no two people will have the same ADHD challenges. What one person may struggle with, another may find to be an area where they excel.

Some may work better under tight deadlines or pressure. Many people with ADHD are also energetic, outgoing, fun, and willing to take risks.  These traits can make them wonderful assets for interacting with new hires and spearheading initiatives.

Always approach each employee with a willingness to learn more about them, their needs, and the best way to work together. 

Help employees with ADHD succeed

Here are some strategies that can support success at work:

• Ask what the person needs to do their job successfully. 
  • Every person is different. Only asking will let you know what they feel might work.
  • Use the ideas that follow to inspire a conversation.
  • A tool like Supporting employee success could help you explore potential solutions together for a wide variety of concerns.
• Remember that things such as being forgetful, distracted, or late are not signs of laziness, disrespect, or lack of initiative. 
• Fit their duties with strengths. 
  • Do they work best with no distractions or in team settings?
  • Do they need structure and routine, or flexibility?
• Provide targeted approaches for specific concerns. 
  • For example, if an employee struggles with inattention and disorganization, supports can include structured notes, agendas, regular feedback, breaking down targets and goals, and providing a quieter work environment.
  • Conduct shorter meetings with clearly defined objectives.
  • Set timers for each task.
  • Encourage shorter, more frequent breaks.
• Consider how to best give instructions.
  • Use precise language for task descriptions and deadlines.
  • Are instructions best printed, or online?
  • Can larger assignments be broken up into smaller tasks?
  • Would checklists, even for routine work, be helpful?
  • Would a colour-coded system for tasks, deadlines, level of importance or priority help?
• Depending on the person, they may prefer to, and benefit from, working from home with specific goals and outcome measurements. 
  • Alone in a familiar surrounding, they can self-accommodate, fidget, listen to music without headphones, take breaks when they need it, and focus without the distractions of coworkers. 

Autism at work

Autism, also known as autism spectrum disorder (ASD), is a condition that affects how people interact with others, communicate, think and behave. Autism isn’t a disease or an illness, and it can’t be cured. This means someone with autism will have it for life. 

Potential strengths and challenges

Autism is a spectrum disorder. This means that while all autistic people share some characteristics, there is an extreme range from those who need for support for daily living, to accomplished people like Bill Gates, Albert Einstein and Dr. Temple Grandin. 

Some people with autism will also have learning differences, mental health issues or other conditions. Just like with all employees, you need to identify the specific strengths of each individual to optimize their performance at work. 

Many elements of ASD can be beneficial at work, such as the potential to be:

• Highly detail oriented
• Innovative in problem-solving
• Able to concentrate for long periods of time 
• Good with repetitive tasks
• Highly creative
• Strong in technical and technological skills
• Knowledgeable in niche areas
• Reliable
• Capable of excellent memory retention and recall

There are areas where someone with ASD might struggle, including:

• Misinterpreting or not recognizing social cues and body language 
• Feeling discomfort in social settings and interactions
• Being told they’re too blunt or rude, lack empathy, or ask too many questions
• Being distracted by or reactive to smells, lights, temperature, touch, texture, sounds, or overstimulation
• Misunderstanding abstract concepts and instructions that are not specific enough 
• Having an aversion and discomfort to change
• Feeling angry or overwhelmed and not understanding why
• Feeling compelled to fidget or repeat actions
• Being sensitive to rejection and criticism
• Cultivating a broad range of interests and abilities

Help employees with autism succeed  

At meetings or interviews

The approach to helping employees with ASD succeed can start from the very beginning, during the interviewing process. Recruitment processes often rely heavily on social interactions and engaging with others using neurotypical social etiquette. Most neurotypical individuals have been able to pick up on these cues without coaching. However, those with ASD may struggle to understand what is expected of them.

To help those with ASD prepare for any interview or meeting where they will be asked questions you can:

• Provide questions in advance – up to two days before the meeting. 
• Allow them to bring in notes to respond to the questions.
• Provide a clear and detailed timeline for the meeting or discussion process.
• If in-person, provide a calm and quiet area to rest before and after the meeting.
• Provide clear information about attending any meeting, especially if is their first time at a location or using an online platform. You can include:
  • A map to the venue or instructions for accessing an online platform.
  • The location of the meeting room or detailed instructions for setting up for an online meeting.
  • A photograph of the building or screenshots of the online platform process.
  • If relevant, where and how to enter the building and any sign-in procedures. 
  • Names and roles of people who will be present, for example, “Jane Doe works for HR and will be taking notes during your interview.”
• At the meeting, you can:
  • Avoid asking general questions. Be task specific. 
  • Avoid asking abstract questions. Be detail oriented.
  • Help keep them on track. 
    • They might not be able to tell when they have given enough information. 
    • If possible, ask in advance how you can signal to them that they have 1 minute to wrap up. Some might suggest you tap their sleeve, while others might ask you to say, “We have 1 more minute for this”. 
    • If it is not possible to ask in advance, you could refer to the timeline you created and remind them that you need to stick the times shown.
  • Be aware that some candidates may be very literal. You may need to prompt their responses. For example, “What was your role in IT?” may receive an answer like, “I worked with computers.”
  • Be aware that they may not provide any, or only limited, eye contact.
  • Allow short breaks if the meeting is long. 

Supportive management approaches

It’s critical to individualize your approach to supporting employee success at work. What will work to support success for any particular employee should be part of a discussion with that person. There are many low-cost or no-cost accommodation strategies that could be helpful. 

The approaches described here are more specific to the common needs of those with ASD.  

General management approaches

• Ask about sensory distractions, especially those that cannot be eliminated in the workplace. Consider approaches to minimize distractions through the use of noise cancelling headphones, light dimming or blocking, etc.
• Ensure as structured and consistent a work environment as possible
• Provide appropriate and accessible training and monitoring
• Clarify job expectations regularly
• Review performance regularly
• Provide clear and detailed instructions for all tasks
• Help other staff members to be more aware of how to be supportive

Stress management approaches

• Offer calm reassurance in stressful situations
• Provide regular praise and positive reinforcement
• Encourage the employee to ask questions at a time and place that works for both of you
• Suggest the employee could call a trusted person during their break for support
• Let them know as early as possible the details of impending changes
• Allow the use of stress relief objects like fidget spinners or manipulatives
• Allow for more frequent breaks

Time management approaches

• Have clear goals and objectives posted in a highly visible area
• Create clear task outlines with timelines, and confirm upfront that they are achievable
• Divide large assignments into smaller tasks
• Use wall or desk calendars as a reminder of deadlines and events
• Use alarms or timers to regulate work periods on tasks

Organization and prioritization approaches

• Provide weekly work charts with goals and objectives
• Prioritize tasks for them
• Use a colour-coded system for tasks and activities
• Offer a job coach or mentor they can be in touch with 
• If possible, only assign one project at a time

Learning disabilities versus learning differences

Learning differences fall under the category of neurodivergence. These conditions have traditionally been referred to as learning “disabilities” but since most of those who are experiencing them are not disabled, there is a trend towards the language of “differences”. 

They’re neither a mental illness nor an intellectual deficit. There are a wide range of learning conditions that may make it difficult for an employee to learn, work, or behave in a manner that would normally be expected. They usually include an impairment in one or more processes related to language, both written and spoken, reading or mathematics. They can also include challenges related to planning, decision making, perspective taking or social interaction (Learning Disabilities Association of Canada, 2015). 

In some cases, learning differences can be subtle, and may be undiagnosed or misdiagnosed as ADHD or emotional challenges which can result in the wrong treatment or support. As a leader it’s not your responsibility to diagnose. But you may wish to share what you’re observing and recommend that your employee take your observation to their treating physician to consider if there’s an underlying cause. 

It's the employer’s responsibility to provide accommodations for employees with learning differences. These accommodations must be taken on a case-by-case basis, as every employee is unique and will require specific changes to help them succeed. 

Types of learning differences and what to look for

Some common learning differences include: 

• Dyslexia where individuals struggle with reading, writing, and spelling.
• Dyscalculia where individuals struggle with number sense, numerology, and mathematics.
• Dysgraphia where individuals struggle with writing skills, such as spelling, punctuation, and legibility.
• Dyspraxia where individuals struggle with challenges related to movement and types of coordination.

Learning differences can present in numerous ways and many of them overlap. For example, it’s common for someone with dyslexia to also struggle with dysgraphia. While each learning difference has its own specific challenges, there are many commonalities between them. Many people with learning differences could also experience difficulties with:

• Time management
• Punctuation
• Organization
• Concentration
• Instructions
• Increased stress and fatigue

Help employees with learning differences succeed  

An important consideration for leaders is to decide whether modifications to the job or work environment are necessary to accommodate those with learning  differences. 

• You might alter the job:
  • Restructure tasks to minimize challenges and maximize strengths
  • Extend training periods
  • Provide alternative training methods
  • Modify work schedules to optimize focus
  • Provide a mentor or buddy to call as needed 
• You might alter the work environment:
  • Modify the workstation
  • Provide job aids like lists or detailed instructions 
  • Provide assistive technology

Dyslexia at work 

Dyslexia is a learning difference that affects the way someone processes information. It is most closely related to difficulties with reading, writing, and spelling. People with dyslexia may also require more time for activities requiring concentration, organization, and physical coordination.

Every person with dyslexia experiences it differently. Some of the more common experiences of dyslexia include:

• Reading and writing more slowly than other people
• Confusion about words that look similar, such as “how” and “who” or “hot” and “hat.”
• Letters “jumping” as you read them 
• Difficulty “skimming” material for details
• Forgetting common spellings or not recognizing misspelled words

Another aspect of dyslexia is how someone responds to task-related activities. Dyslexia can make it harder for people to:

• Remember facts and figures
• Concentrate on duties
• Put thoughts on paper or screen
• Follow several instructions at once

Dyslexia presents challenges, but it also has benefits. Many people have above average reasoning skills, and they often excel in visual and creative fields. In fact, “dyslexic thinking” (Eide & Eide, 2023) is seen as a distinct advantage by many employers, and in 2022 LinkedIn, the world’s largest online business platform, added the term as a vital skill (Succeed with Dyslexia, 2022). 

There are many ways to help make work easier for someone with dyslexia.

• Make it easy to share. Reduce stigma by openly talking about differences and how there are supports to help almost everyone to thrive at work.
• Make the most of strengths. Ask your team if to identify their strengths. They may have a strong visual imagination or excellent problem-solving skills. They may be good at building relationships or having creative ideas for innovation. Have each employee make a list of their strengths and think how you they can use those skills to benefit their work.
• Take advantage of technical support. There are many software programs that can help make work easier by providing support in areas of speaking, reading, and writing.

Some accommodations that may help someone with dyslexia include:

• Screen readers 
• Speech-to-text apps (on phones and other devices)
• Artificial intelligence (AI) tools that summarize text
• Anti-glare screen filters
• Easy-to-read fonts such as Arial or Verdana
• Background screen colours such as off-white, light grey, or beige, to reduce distortions
• Noise-cancelling headphones
• More time to prepare reports and presentations

Dyscalculia at work

If someone has been diagnosed with dyscalculia, they have difficulty with numbers. This can look very different for each person. Someone with dyscalculia may experience some of the following symptoms:

• Trouble counting backwards
• Weak mental arithmetic skills
• Difficulty reading an analog clock 
• Needing longer time to perform calculations
• Poor sense of numbers and place value

Those with dyscalculia may struggle with feeling alone or misunderstood. There isn’t widespread awareness of this condition, which can make the workplace even more stressful. However, it’s estimated that up to eight percent of the population has dyscalculia (Peard, 2010).

Like all learning differences, people with dyscalculia have many positive traits that provide a competitive advantage. For example, creativity, strategic thinking, observation, and problem-solving skills are beneficial to an organization as a whole. As an added bonus, people with dyscalculia are often gifted at languages, writing, and speaking, and excel at communication.

Some challenges may include:

• Anxiety about having to solve math-related problems
• Estimating the length of time it may take to complete tasks
• Being punctual
• Estimating sizes and quantities
• Budgeting
• Trouble remembering dates or number-related facts
• Entering PINs or passcodes
• Mental mathematics, such as working out how much change to give someone

If someone’s struggling at work, there are many tools that could help, including: 

• Calculator
• Digital clock
• Post-it notes, notebooks or whiteboards
• Tables and charts, such as the multiplication table or conversion charts
• Cellphone alarms or timers

It may be helpful to use one or more of the following accommodations:

• Spelling out numerical digits, where possible
• Rounding up to avoid decimal places, where possible
• Increasing spaces between digits
• Using dyscalculia-friendly graph formats like pie charts or bar graphs
• Having the option for numeracy or math-related work to be peer reviewed before submission

Dysgraphia at work

Dysgraphia is characterized by difficulties in one or more of the following areas of writing: spelling, writing legibly, writing accuracy, writing speed, and written organization.

People with dysgraphia often struggle writing by hand and may struggle with letter, word, and line spacing, staying inside the margins, rules of capitalization and punctuation, or word choice.

Other symptoms of dysgraphia include:

• Trouble filling out forms
• Unorganized papers and a messy desk
• Difficulty thinking and writing at the same time
• Struggling to read their own handwritten notes

Some strategies that can help include: 

• Daily organization of workspace
• Regular prioritization of workflow
• Daily work plans
• Draft outlines reviewed by others prior to writing
• Providing verbal responses when possible, rather than written responses

 To help with writing and spelling, tools could include:

• Apps for notetaking
• Electronic dictionaries
• Form generating software
• Copyediting or proofreading assistance
• Reference books
• Screen reading software
• Speech recognition software
• Word prediction software

 To help with reading, tools could include:

• Apps for pronunciation
• Apps for reading
• Colour-coded manuals and outlines
• On-screen “rulers”
• Optical character recognition systems
• Reading/highlighting products
• Reading pens
• Voice recorded directives and messages
• Screen magnification
• Smart pens

Dyspraxia at work

Dyspraxia is a developmental coordination disorder. It is related to challenges with movement. Clumsiness, poor balance, and disorientation are common symptoms, as well as difficulties with handwriting and typing. Individuals may also struggle with organizing the content and sequence of their language. 

There are four main types of dyspraxia (Inclusive Employers, n. d.):

1. Verbal – Difficulty pronouncing words and navigating language
2.  Constructional – Difficulty with spatial awareness
3.  Ideational – Difficulty performing coordinated movements in a sequence
4.  Ideomotor – Difficulty with single-step tasks

While they may face challenges, people with dyspraxia often excel in areas of holistic thinking, tenacity, and empathy.

There are many accommodations that can help employees with dyspraxia, including:  

• A safe work environment clear of clutter or obstacles that may impede movement.
• Flexible work hours – Examples of flexibility include different start times, break periods, and extended deadlines.
• Assistive technology – Tools such as speech-to-text software can be helpful, as well as visual aids like calendars, planners, mind maps, and flow charts.
• Ergonomic workspaces – Adjustable desks and chairs, specialized keyboards, and appropriate lighting (LED or incandescent lighting are less distracting than fluorescent).
• Quiet workspaces – Consider quiet work areas or noise cancelling headphones.
• Clear instructions – Task-related instructions should be clearly written in step-by-step format. Tasks should be broken down into manageable steps. Instructions for use of equipment should be clearly labelled and visible.
• A mentor or buddy to provide help with more complex tasks.

Additional resources

• Thriving with neurodivergence at work. Choose strategies known to help you at work if you experience neurodivergence, including: autism, attention-deficit hyperactivity disorder (ADHD), dyslexia, dyscalculia, dysgraphia, dysphagia.
• Specialisterne helps Canadian businesses increase the neurodiversity of their workforce through the adoption of more effective methods for candidate recruitment, selection, on-boarding, employee education, and management.
• A tool to support employee success. This tool can help develop an accommodation or work plan when psychological, emotional, cognitive or physical challenges may be impacting an employee. It’s not a medical approach; it’s intended as a discussion between the employee and their leader.