TEN KEY LEARNINGS

This report can be summarised in the form of ten key learning points.

1. Neurodiversity is a movement and community, not a diagnosis.

2. The conditions that fall under the neurodiversity umbrella cover a wide spectrum, and the lived experiences of these conditions are all unique.

3. Neurodiversity does not equate to having a ‘special skill’ or a ‘savant’ intelligence. This stereotype is harmful for two reasons. First, it sets expectations that may not be able to be met, which can lead to a person feeling overwhelmed and stressed. Second, people should be seen as a human being not a commodity.

4. There are biological responses to disabling physical spaces, which can lead to burnout syndrome, the effects of which can be long lasting and debilitating.

5. Burnout syndrome is a highly prevalent condition among the neurodiversity community, and plays a key role in unemployment, both in the short and in the long term.

6. There is a pathway between a disabling space and health.

7. Design can participate in equitability, and should be functional and supportive across the intersections of neurodiversity, such as class, gender and racialisation.

8. Design is only one element of an enabling work environment; we must also consider the culture.

9. The physical office space is part of a wider employment ecosystem.

10. A key principle of making an environment enabling is to provide people with autonomy through choice and a variety of physical amenities. ■

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