Neurodiversity in the Workplace -

Introduction

Neurodiversity refers to the natural variation in neurological development and cognitive functioning. Conditions such as ADHD, autism spectrum disorder, dyslexia, dyspraxia, dyscalculia, Tourette’s syndrome and Prosopagnosia all fall under the neurodivergent umbrella. Up to 20% of the population identify as neurodivergent in some way. As awareness of these conditions grows, so does the understanding that traditional workplace environments and practices must evolve to accommodate diverse cognitive styles. This article examines key concepts, challenges, and opportunities associated with neurodiversity in the workplace. It provides practical advice for organisations seeking to build more inclusive environments and meet legal responsibilities, while also harnessing the unique strengths neurodivergent individuals can bring.

Why I am Writing This

My interest in neurodiversity in the workplace stems from both my professional experience and personal experience. I was diagnosed with dyslexia at 17, after leaving school with just two GCSEs. For years, I struggled with reading, spelling, and processing written information. I believed I had failed at school, only later realising that the system had failed to support me. I also experience face blindness (prosopagnosia), which makes recognising even familiar faces challenging, and I have often had difficulty with directions and short-term memory. These challenges affected my confidence, especially in early employment.

Everything changed when I enrolled in the NEBOSH General Certificate. That course gave me a renewed sense of purpose and was the catalyst for my career in occupational safety and health. Since then, I have earned numerous qualifications (including two master’s and a professional doctorate), become a Chartered Fellow of IOSH, a Fellow of the Higher Education Academy, and developed a career as both a consultant and a lecturer. Sharing my story is not about highlighting obstacles but about showing what is possible.

What is Neurodiversity?

Neurodiversity is a term that recognises neurological differences as a natural and valuable part of human diversity, rather than viewing conditions such as ADHD or autism as disorders to be fixed. Neurodiversity advocates for acceptance, support, and inclusion. In workplace settings, neurodivergence can present both challenges and unique advantages. However, many standard practices inadvertently exclude neurodivergent individuals, mainly when environments rely on noisy, open-plan layouts, unpredictable schedules, vague communication, or inflexible work arrangements.

Types of Neurodivergence

Neurodivergence encompasses a range of conditions that impact learning, communication, motor coordination, attention, and other aspects of neurodevelopment. Some of the most common types include:

Attention Deficit Hyperactivity Disorder (ADHD): Individuals with ADHD may struggle with focus, impulsivity, and organisation, but often exhibit creativity, energy, and problem-solving strengths.
Autism Spectrum Disorder (ASD): Autistic individuals may have social and sensory sensitivities but often demonstrate deep focus, pattern recognition, and high accuracy.
Dyslexia: This condition affects reading and writing skills but is often linked to visual-spatial reasoning and innovative thinking.
Dyspraxia: Impacts motor skills and coordination, though many individuals show strength in strategy and persistence.
Dyscalculia: Involves difficulties with numerical reasoning and mathematical concepts.
Tourette’s Syndrome: Characterised by involuntary movements or sounds, though individuals may excel in high-focus or structured roles.
Prosopagnosia: A cognitive condition that impairs the ability to recognise faces, while other forms of visual and intellectual function remain unaffected.

It is essential to note that co-occurrence is a common phenomenon. According to Do-I T Profiler, individuals with one neurodivergent condition often have overlapping traits or diagnoses from others. For instance, someone with ADHD may also experience dyslexia, dyspraxia, or social anxiety. Understanding this interconnection is essential for developing inclusive workplace strategies that consider the whole person.

Making OSH Risk Assessments More Inclusive

Neurodiversity refers to the differences in how individuals’ brains process information. These include how individuals perceive and respond to sensory input such as sights, sounds, and physical sensations. Some workplace factors can pose greater risks for neurodivergent individuals than for neurotypical colleagues. For example:

Excessive noise.
Bright lighting.
Proximity to people.
Unpredictable schedules.
Complex instructions.
Large amounts of text to read.

Without adjustments, neurodivergent employees may experience physical discomfort, stress, or a reduction in focus. These challenges can affect safety, productivity, and overall well-being. Employers should proactively assess and control these risks through inclusive occupational safety and health (OSH) risk assessments.

Each neurodivergent person has unique experiences, even within the same diagnosis or in the absence of a formal diagnosis. Many face barriers tied to executive function: the mental processes that support organisation, focus, time management, and the ability to follow instructions. For some, these challenges may lead to safety-critical errors or heightened stress if not adequately supported.

Practical OSH assessments can address these barriers by:

Evaluating the sensory environment.
Simplifying and clarifying communications.
Adjusting workflows and schedules.
Allowing flexibility in task management.

Research shows many of these adjustments are low-cost or cost-free and often lead to increased productivity and reduced absence. In the UK and many other countries, employers have a legal duty to assess and manage risks and to make reasonable adjustments for disabled employees, including those who are neurodivergent. Even where a condition does not meet the legal definition of a disability, employers are still required to provide a safe and healthy work environment. (Business Disability Forum – Neurodiversity Toolkit)

Challenges Faced by Neurodivergent Employees

Neurodivergent employees can face significant challenges that hinder inclusion and success. These may include:

Social and communication difficulties, particularly in informal or unstructured settings.
Sensory sensitivities are triggered by noise, lighting, or crowded spaces.
Difficulty managing time, shifting tasks, or prioritising in high-distraction environments.
Anxiety about disclosing neurodivergence due to fear of stigma or misunderstanding.
Misinterpretation of behaviours or communication styles, leading to exclusion or disciplinary action.

These challenges are not inherent limitations but rather reflections of environments that have not yet been adapted to support cognitive diversity.

Many neurodivergent conditions are not visible to others. This can make it difficult for individuals to get the understanding or adjustments they need, especially when their needs are questioned or misunderstood. The Hidden Disabilities Sunflower scheme offers a discreet way for individuals to indicate they have a hidden condition, including neurodivergence, and may need additional support, time, or understanding.

The Importance of Inclusive Risk Assessments

Health and safety risk assessments are vital tools in the workplace, but they are often focused solely on physical risks. Inclusive risk assessments should take a broader view, factoring in cognitive and sensory needs. Considerations may include:

Noise levels and lighting conditions.
Communication of emergency procedures.
Task demands and the pace of work.
Individualised support for processing information or mobility.

Some neurodivergent individuals may struggle with complex or overly detailed instructions. Others, particularly those with autism, may interpret rules and communication literally. This makes it essential for all safety and employment rules, procedures, and expectations to be communicated clearly, using direct and unambiguous language. Employers should not assume that all staff will infer meaning or context. Instead, clear communication supports understanding and ensures compliance across the workforce.

The Health and Safety Executive (HSE) states that while separate assessments for neurodivergent individuals are not mandatory, employers must consider adjustments when existing risks affect those with additional needs. These adjustments can range from offering written instructions and visual signage to adapting evacuation plans. (HSE Guidance on Disability and Health and Safety)

Government policy is evolving in this area. A newly formed expert panel is working with disabled people and health organisations to improve employment outcomes for neurodivergent individuals.

These principles are echoed by the Institution of Occupational Safety and Health (IOSH), which emphasises that risk assessments should consider how workplace factors like sensory stimuli, unpredictability, and complex instructions may pose disproportionate risks to neurodivergent employees. The IOSH guidance encourages OSH professionals to design assessments that are person-centred and inclusive.

Creating a Neurodiverse-Friendly Workplace

Creating inclusive workplaces requires cultural and procedural change. Employers should begin by evaluating hiring practices, onboarding processes, and daily workflows to identify barriers to inclusion. For example:

Use clear and specific language in job descriptions and interviews.
Provide options beyond traditional interviews, such as practical tasks or portfolios.
Offer flexible working arrangements and quiet spaces.
Give advance notice of meetings or changes to schedules.
Provide assistive technology and regular breaks.

Resources such as the Neurodiversity Hub offer extensive guidance for employers seeking to make these adjustments.

Understanding Neurodivergence in Learning Environments

Inclusive learning environments are crucial, both in education and professional development. Neurodivergent learners often need alternative formats, pacing, or tools to succeed. For instance, recorded sessions, visual aids, extended deadlines, or one-on-one support can significantly improve outcomes. Instructors and trainers must remain open to feedback and be prepared to adapt delivery methods to meet learners’ diverse needs.

Embracing the Value of Neurodivergent Talent

Employers who invest in inclusive practices often discover that neurodivergent employees bring substantial strengths, including:

Unique problem-solving approaches and fresh perspectives.
Strong memory and attention to detail.
Deep focus and specialisation in key interest areas.
Innovation in design, analysis, or communication.
High levels of resilience, consistency, and reliability.

Inclusion is not only the right thing to do—it also enhances organisational effectiveness and creativity.

Legal and Organisational Responsibilities

Under the Equality Act 2010, individuals who are neurodivergent are protected by law. Employers must make reasonable adjustments to support the inclusion of employees, and these adjustments should be considered in risk assessments, policy development, and day-to-day operations. Establishing clear diversity policies, providing staff training, and actively involving neurodivergent voices in decision-making are crucial steps.

Getting help

In the UK, neurodivergent employees may be eligible for support through the government’s Access to Work scheme. This can provide funding for workplace adjustments, such as assistive technology, coaching, transportation, or support staff. Applications are submitted individually and do not require a formal diagnosis; however, supporting evidence may be helpful. This scheme empowers neurodivergent individuals to advocate for the tools and changes they need to thrive in the workplace.

Looking Ahead

Neurodiversity in the workplace is more than a policy goal: it is a strategic and moral imperative. By understanding and adapting to neurodivergent needs, organisations build inclusive cultures that attract and retain a wider pool of talent. This benefits individuals, teams, and the wider business.

To learn more, explore the NEBOSH Working with Wellbeing course offered by RRC and begin your journey towards a more inclusive workplace.

About the Author

Dr Jonathan Backhouse is a Chartered Fellow of IOSH and a Fellow of the Higher Education Academy. With lived experience with dyslexia, multiple sclerosis, and other long-term conditions, which inform his inclusive, person-centred approach to OSH. He is dedicated to embedding inclusive practices across OSH and educational environments and is passionate about supporting OSH professionals, students, and academics in reaching their full potential.