Embracing Neurodivergence in a Neurotypical World: How Neuroinclusivity in the Workplace Can Benefit Both Employees and Employers      

The terms neurodiversity, neurodivergence, and neurotypical have gained popularity in recent years. But what do they mean? Australian sociologist Judy Singer first coined the term neurodiversity in the 1990s (Cleveland Clinic, 2022; Hutson & Hutson, 2023; White, 2021). Although not a medical diagnosis, the concept of neurodiversity provides a useful way to understand and acknowledge the natural variation in how our brains are wired and process information – all with their strengths and weaknesses (Cleveland Clinic, 2022; Conradie, 2024; Gus, 2023; Kluge, 2024). What is considered neurotypical or ‘normal/typical’ and neurodivergent or ‘different’ in brain functioning is largely determined by societal expectations or demands (Black et al., 2024; Cleveland Clinic, 2022; Conradie, 2024; Kluge, 2024).

In Adriana White’s (2021) TED Talk “Different doesn’t mean broken”, she explains that neurodivergent individuals are not flawed or ‘weird’ but are just wired differently – their brain structure and functioning are different from that of neurotypical individuals. This difference results in different ways of thinking, interacting with, and experiencing the world and other people (Conradie, 2024; Krazinski, 2023). Some forms of neurodivergence can be debilitating to the affected individual – especially because the world – and also most workplaces – are not set up to accommodate neurodivergent individuals (Krazinski, 2023). It can also sometimes be difficult to differentiate between neurodivergent and neurotypical brain functioning as neurodiversity encompasses a wide continuum (shown in Figure 1).

 

Figure 1

The Neurodiversity Continuum

Several types of neurodivergence exist (see Figure 2).

 

Even though it is estimated that 15-20% of the population may be neurodivergent (eNCA, 2024; Hutson & Hutson, 2023; Khan et al., 2022; Montvelisky, 2021), the Wellness Dialogue Group believes this number is much higher. Dyslexia, ADHD and autism are the most common forms of neurodivergence, with 10%, 5% and around 2% of the population affected by these conditions (Hutson & Hutson, 2023; Montvelisky, 2021).

 

Figure 2

Different Types of Neurodivergence

Despite the high prevalence of neurodivergence in the general population, there is still a lack of awareness and understanding about neurodivergence and its potential impacts (eNCA, 2024; Gus, 2023). This lack of understanding and awareness also extends to the potential benefits associated with being neurodivergent, although various authors like Khan and colleagues (2022) and Hutson and Hutson (2023) have pointed out that the business world, particularly the tech sector, has started to recognise the potential benefits associated with neurodivergence. Unfortunately, much work still needs to be done to include more neurodivergent individuals in the workforce, as neurodivergent individuals are six to eight times more likely to be unemployed than neurotypical individuals despite being highly motivated to find employment (Hutson & Hutson, 2023; Khan et al., 2022), and highly capable.

Candice Lambert from the Wellness Dialogue Group continues to emphasise the importance of understanding neurodiversity from both a neuroscience and ethical or human perspective. This means that neurological differences should be framed as a normal variation of the human experience. This approach recognises and celebrates the strengths and differences associated with different ways of thinking and experiencing the world (Gus, 2023; White, 2021). It also recognises that the disability or struggles that may accompany being neurodivergent usually stem from a mismatch between the neurodivergent individual and their environment and NOT from the individual themself (Black et al., 2024). The difficulties that may accompany being neurodivergent include a higher risk of anxiety, depression, suicidality, lower quality of life, being bullied at school, and poor life outcomes like lower school participation, poor scholastic performance, being un – or underemployed, or never getting married (Black et al., 2024; White, 2021). Research has, however, established that neurodivergent individuals can live highly fulfilling, meaningful, and productive lives (Black et al., 2024; Montvelisky, 2021).

Research has also supported the notion that diverse teams perform better, are better at problem-solving and are also more creative and innovative (Hutson & Hutson, 2023; Khan et al., 2022). In fact, the very behavioural patterns associated with neurodivergence that have for so long been stigmatised are of tremendous value to many companies, often giving them a clear competitive advantage and improving profitability by as much as 19% (Khan et al., 2022; Montvelisky, 2021).

Neurodivergent individuals can bring various rare and unique traits, perspectives and technical and soft skills or combinations of these traits, perspectives and skills to companies (Khan et al., 2022; Montvelisky, 2021). According to Khan and colleagues (2022), the unique skills and perspectives that neurodivergent individuals bring to companies are considered VRIN skills (valuable, rare, inimitable, and non-substitutable). For example, people with ADHD tend to have superior levels of creativity and planning skills combined with a high level of adaptability, an ability to perform well under pressure and hyper-focus on topics they find interesting (Khan et al., 2022; Montvelisky, 2021). On the other hand, many autistic individuals (“individuals with autism”) are great at routine or repetitive, highly detailed and structured work that requires a high degree of focus whilst dyslexic people (“People with dyslexia”) often exhibit extraordinary creativity and out-of-the-box thinking as well as uncovering patterns and trends in complex information due to their tendency to process information visually (Khan et al., 2022; Montvelisky, 2021).

The most crucial point to consider is that the environment significantly influences life outcomes. A supportive, inclusive environment is essential for helping individuals thrive, whether they are neurotypical or neurodivergent (Black et al., 2024; Hutson & Hutson, 2023; Montvelisky, 2021). Creating inclusive workplaces benefits both neurotypical and neurodivergent individuals (Khan et al., 2022). These benefits include increased employee well-being, self-development, personal growth, and a growing sense of belonging resulting in higher employee retention rates, lower employee absenteeism, longer tenure rates, improved job satisfaction and work performance as well as higher levels of creativity, innovation and problem-solving (Khan et al., 2022). Overall, these benefits lead to improved productivity, company performance (improved sales/services/products) and higher profit margins (Hutson & Hutson, 2023; Khan et al., 2022).

Companies can only create a supportive environment by understanding the difficulties and limitations that accompany neurodivergence (Hutson & Hutson, 2023). Using a strengths-based approach ensures that strengths are recognised and leveraged whilst accommodations are made for the difficulties neurodivergent individuals may encounter in workplaces (Khan et al., 2022). There are certain things companies can do to create a neuro inclusive workplace:

• Create a safe, supportive environment where all employees feel accepted and valued and where open, honest conversations can take place
• Understand the unique skills, challenges and aspirations that accompany neurodivergence
• Raise awareness about neurodivergence
• Destigmatise neurodivergence
• Provide training on neurodivergence to employees, particularly management staff as they place a central role in creating workplace culture and working conditions
• Adopt biopsychosocial interventions geared towards creating an inclusive, supportive environment including redesigning hiring practices, training for managers, environmental adaptations
• Improve communication: implement policies that foreground the need for clear, literal communication and are cognisant of the need to avoid ambiguous communication (avoid nuance, irony, sarcasm, and colloquialisms)
• Clearly outline tasks and expectations
• Be attentive and sensitive to environmental stimuli that could be potentially challenging to neurodivergent employees

Although some of these adaptations may be time and resource-intensive, the return on investment will be well worth it (Hutson & Hutson, 2023). Lambert believes that actions need to be intentional, and having “oh it will happen when it needs to” is ineffective because of common neuro-biases that exist and that thinking that everyone will fit in will not solve the problem.

In Conclusion

It is essential for all businesses and organizations to establish safe, supportive, and inclusive workspaces for everyone, regardless of where they fall on the neurodiversity continuum. This approach will enable all employees to thrive and realise their full potential. Only then can we transform Adriana White’s (2021) words into reality: “Humanity needs neurodiversity: we all benefit from having different minds in solving problems, creating art, and enriching our communities.”

 

References

Black, M. H., Helander, J., Segers, J., Ingard, C., Bervoets, J., De Puget, V. G., & Bölte, S. (2024). Resilience in the face of neurodivergence: A scoping review of resilience and factors promoting positive outcomes. Clinical Psychology Review, 113, 102487. https://doi.org/10.1016/j.cpr.2024.102487

Cleveland Clinic (2022, February 6). Neurodivergent. Retrieved September 16, 2024, from https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent

Conradie, R. (2024). A Comparative Legal Analysis of The Accommodation of Neurodiversity in the Workplace: Towards a Universal Right to Reasonable Accommodation [Doctoral Dissertation, Stellenbosch University]. Doctoral Degrees (Mercantile Law). https://scholar.sun.ac.za/handle/10019.1/130505

eNCA (2024, June 25). Neurodiversity | At least 15% of population may be neurodivergent. Retrieved September 20, 2024, from https://www.enca.com/lifestyle/neurodiversity-least-15-population-may-be-neurodivergent

Gus (2023, September 7). Neurodiversity in South Africa. Retrieved September 16, 2024, from https://japari.co.za/neurodiversity-in-south-africa/

Hutson, P., & Hutson, J. (2023). Neurodiversity and Inclusivity in the Workplace: Biopsychosocial Interventions for Promoting Competitive Advantage. Journal of Organizational Psychology, 23(2). https://doi.org/10.33423/jop.v23i2.6159

Kluge, I. (2021). Disability in Education from a Neurodiversity Standpoint: A Multi-Article Dissertation (Publication No. ORCID ID 0000-0001-6262-9566) [Doctoral Dissertation, Antioch University]. AURA. https://aura.antioch.edu/etds/1017/

Khan, M. H., Grabarski, M. K., Ali, M., & Buckmaster, S. (2022). Insights into Creating and Managing an Inclusive Neurodiverse Workplace for Positive Outcomes: A Multistaged Theoretical Framework. Group & Organization Management. https://doi.org/10.1177_10596011221133583

Krazinski, M. (2023). Celebrating Neurodivergence amid Social Injustice. Hypatia, 38(4), 726–745. https://doi.org/10.1017/hyp.2023.79

Montvelisky, J. (2021, August 13). Neurodiversity As A Strengthening Point for Your Team And Our Society. Retrieved October 7, 2024, from https://www.forbes.com/councils/forbestechcouncil/2021/08/13/neurodiversity-as-a-strengthening-point-for-your-team-and-our-society/

White, A. (2021, November 11). Autism and Neurodiversity: Different Does Not Mean Broken [Video]. TEDx Talks. https://www.ted.com/talks/adriana_white_autism_and_neurodiversity_different_does_not_mean_broken/transcript?subtitle=en

 

Written by Jandi Newall – Medical Doctor and researcher at Wellness Dialogue Group