NEURODIVERSITY in the workplace

While all human brains may appear anatomically identical, each differs in intellectual ability, communication and social skills, emotional functioning, learning abilities, sensory experiences, and movement skills.

In other words, all humans are diverse in how we think, feel, and behave. Our view of the world is determined by our lived experiences, physical and social environment, and developmental opportunities

Neurodiversity and neurodivergence are nonmedical, socially acceptable terms that are commonly used to describe a range of experiences and behaviours that differ from the majority, or typically developed brain

Included amongst other recognised conditions are attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), intellectual and sensory processing disorders, dyslexia, Tourette syndrome, and acquired brain injury All are medically classified as neurodevelopmental disorders, meaning they begin at an early age as the brain develops.

Neurodiverse individuals often struggle in social, educational, and workplace environments However, early diagnoses and interventions offer young people the opportunity to develop skills that support learning, improved behaviour patterns, social experiences, and independence, both in the workplace and at home

A growing number of people are diagnosed in adulthood, usually following symptoms of social anxiety, depression, low academic or workplace performance, low self-esteem, and feeling ‘different’ from their peers. A diagnosis, albeit later in life, often offers a sense of relief and self-understanding It also paves the way, for improved relationships, adaptive techniques for time management and organisational skills, improved concentration, and workplace support

Two of the more common conditions associated with Neurodiversity are attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD)

ADHD

Affecting approximately 8 4 percent of children and 2.5 percent of adults, individuals with ADHD experience excessive impulsivity and hyperactivity This means they struggle to concentrate on tasks, focus on their work, or remain still for extended periods.

ADHD brains differ from typically developed brains in structure and function Affected areas of the brain include the frontal lobe (problem-solving, decision-making, and impulse control), basal ganglia (brain connections), limbic system (emotional responses and survival behaviours), corpus callosum (communication between left and right brain hemispheres), and default mode network (self-reference and inward-directed

Common characteristics of ADHD include:

Task avoidance, particularly if mental effort is required

Difficulty with planning and organising tasks

Inability to follow instruction

Easily distracted

Forgetfulness and misplacing objects

Inability to listen during face-to-face communication

Excessive talking and interrupting others during conversation

Physical agitation, fidgeting, or squirming

Difficulty waiting in turn

Research suggests that likely causal factors of ADHD include genetics, brain injury, deficiency of chemical neurotransmitters such as dopamine and norepinephrine, or other factors affecting a baby’s brain development such as poor nutrition, infection, smoking, and substance use, or environmental factors during a woman’s pregnancy

Asd

The prevalence of ASD in Australia is estimated between 1 in 100 to 1 in 70, with boys four times more likely to be diagnosed than girls The diagnostic criteria describe several core symptoms However, girls often exhibit these quite differently from their male counterparts, meaning that females may not be diagnosed until their teenage or later years, if ever

Common characteristics of ASD include:

Language and comprehension impairment

Impaired motor skills, clumsiness, or toewalking

Impaired communication and socialisation skills

Restricted/repetitive interests and behaviours

Restricted food choices

Echolalia (mimicking words, accents, or sounds)

Sensitivity to environmental stimuli, e g , noise, light, or colour

Sensory seeking, e.g., hand clapping, tactile stimulation

Anxiety (typically more profound in females)

The current research suggests having an immediate family member with ASD, genetic mutations, fragile-X syndrome, being born to older parents, maternal exposure to environmental toxins or infection, and low birth weight may contribute to the development of ASD

Formal assessment and diagnosis by a medically qualified practitioner are important, as characteristics and symptoms may be similar to other conditions.

Exceptional Neurodiverse Ability

Neurodiverse individuals process information differently and see things that their majority cohort does not.

With a keen sense of memory, observation, determination and perseverance, people with ADHD can often see the ‘bigger picture’ and take a systematic approach to problemsolving; they are often imaginative and creative, inventive, spontaneous, compassionate, and humorous

Meanwhile, those with ASD often have exceptional abilities in rapid calculation and pattern recognition. Enhanced visual-spatial intelligence means they have an increased ability to perceive, analyse, understand, and recall visual information

Up to 10 percent of people with ASD are considered to possess savant abilities – this means they are exceptionally talented in one field Research shows they are detail-focused, able to systemise facts, and are extremely precise, methodical, and structured.

Supporting Neurodiverse Employees

In an inclusive and supportive environment, neurodiverse employees are productive and efficient. They can and will thrive and achieve a sense of purpose and contribution

Sustainable work performance is achieved through reduced stigma and awareness.

A neurodiverse employee may display behavioural ‘quirks,’ express themselves verbally in a ‘different’ way, or appear socially awkward. A workplace culture of acceptance and inclusion can reduce the anxiety a person feels around a perceived need to conform to socially accepted norms

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These may include a quiet, secluded workspace, with sensory-efficient lighting and reduced noise; clear instructions and expectations; their workload managed in broken-down form; task completion aligned with short breaks; or mentorship.

Workplace leaders can create an inclusive environment by promoting a culture of acceptance through educational programs and open dialogue.

In addition, leaders should collaborate with their neurodiverse employees to identify their strengths and provide a psychosocially safe place in which to thrive. Neurodiverse employees will have the best understanding of their needs Knowing that they are heard and understood will provide the best supportive practice for them in any workplace.