March 2024
Table of Contents
Research
Neurodiversity in engineering and technology (November 2023).
Cultivating Neurodiverse Connections Through Competent Leadership: Integrative Literature Review
More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study
Experiences of Neurodivergent Students in Graduate STEM Programs
Organisational Benefits of Neurodiversity: Preliminary Findings on Autism and the Bystander Effect.
Disclosing an autism diagnosis improves ratings of candidate performance in employment interviews
Industry News & Updates
Redefining neurodiversity in the workplace: beyond autism and dyslexia
Neurodiversity in the Workplace: Over a Third of 16-24-year-olds Identify as Neurodivergent
Half of Neurodivergent Employees Don’t Feel Supported at Work
In a World Dominated by AI, Neurodiversity Matters More Than Ever
Neurodivergence Change, complexity and challenge. A guest edited special issue
The AchieveAbility 4th edition: Neurodiverse Voices: Intergenerational Differences
Additional Resources
Research
CIPD Neuro-inclusion at Work Report 2024
Thompson, E. and Miller, J. (2024)
The report examines the concept of neurodiversity in the workplace and highlights the challenges faced by individuals with conditions such as autism, ADHD, dyslexia, and dyspraxia by surveying 1,003 senior managers and 1,047 employed adults.
Key findings:
Organisation strategy and culture
The survey looked at whether neuro-inclusion is a focus for UK organisations and explored if the organisation’s culture is neuro-inclusive.
60% of employers surveyed said that neuro-inclusion is a focus for their business, but only 33% reported this to be within their EDI strategy or action plan
61% of employers surveyed say their organisation genuinely values neurodiversity, and will support neurodivergent individuals perform at their best
Just over half (55%) of employers surveyed say the culture of their organisation is neuro-inclusive.
Only just over half (52%) of employers say there is a general awareness across the workforce about what neurodiversity is and why it’s important.
In just under a third (31%) of organisations, neurodiversity isn’t formally talked about by HR, senior leaders, line managers or an employee resource group
When it comes to disclosure, 31% of employees have not told their line manager or HR about their neurodivergence. When asked why, the report indicated:
44% said it’s a private matter that they don’t want to share
37% said they are concerned about people making assumptions based on stereotypes.
34% said they feel there’s too much stigma and
29% said they are concerned about the possible impact on their career.
The working experience of employees
A fifth (20%) of neurodivergent employees surveyed reported they have experienced harassment or discrimination at work because of their neurodivergence. These individuals also reported a negative impact on
their mental wellbeing (29%)
their ability to perform well in their job (32%)
their intention to stay with their employer (36%)
likelihood they’d recommend their employer to a friend (34%)
Senior leaders’ and managers’ roles in creating a neuro-inclusive organisation
Only around half (51%) of managers appreciate the value of neurodiversity and the importance of having a neuro-inclusive organisation.
Less than half (46%) said managers feel capable and confident to support neurodivergent individuals at work.
Only just over a quarter (27%) say there is training for line managers in what neurodiversity is and its value to the business.
From an employee perspective, over half (54%) of employees said their manager welcomes different styles of thinking, processing information, learning and communication
Impact of the organisation’s neuro-inclusion activity
63% of employers who are taking some action to make their practices neuro-inclusive, reported they have seen a positive impact on employee wellbeing
60% say they’ve seen a positive impact on employees’ level of comfort in talking about neurodiversity,
Overall, the report calls for greater recognition of neurodiversity in the workplace and for employers to implement more inclusive practices to support neurodivergent employees. The report concludes with seven key principles for creating a neuro-inclusive organisation:
Understand where you are now and commit to a long-term plan of action.
Focus on creating an open and supportive culture where people feel comfortable talking about neurodiversity.
Proactively consider neurodiversity in all people management interactions.
Allow individual employers to be masters of their own journey.
Embrace flexible working to enable everyone to thrive.
Practise ongoing attention to wellbeing.
Empower neurodivergent voices.
Neurodiversity in engineering and technology
By The Institution of Engineering and Technology (IET), November 2023
Summary:
Data on neurodivergent people working in engineering and technology:
Existing data suggested 19% of participants responding to a 2022 survey of IET Volunteers identified as definitely or possibly neurodivergent. But the report highlighted the majority of engineers and technicians hesitated to be open about their neurodifference at work, suggesting the figure of 19% likely underestimates the representation of neurodivergence in the sector, indicating a missed opportunity for inclusivity and productivity.
Reasons for lack of disclosure
The workplace does not feel psychologically safe – people feel unable to share if they feel their manager or colleagues are less likely to understand
Some participants had already developed the ability to mask their traits and developed well established coping mechanisms.
Stigma and impact on career progression
Strengths of neurodivergent engineers and technicians
‘Technical’ strengths, such as information processing, hyper-focus, multitasking, logical thinking, the ability to acquire technical knowledge, visual processing, problem identification and problem-solving,
Creativity and innovation
Interpersonal skills, such as honesty and empathy, and listening skills.
Resilience
Teamworking
Working independently
Management and leadership skills
Challenges faced by neurodivergent engineers and technicians
Dealing with complex bureaucratic processes and form-filling
Difficulties scheduling work, meeting deadlines and procrastinating
High volumes of reading
Communicating thoughts and ideas verbally and/or in writing
Dealing with emotions
Neurotypical meeting behaviours
The report also summarised challenges related to the behaviour of line managers and colleagues (lack of awareness and understanding), the working environment (noisy, bright lights), accessing workplace adjustments and the impact of all these on sustaining good mental health and well-being.
The recommendations of the report to improve the inclusion of neurodiverse professionals in engineering and technology include several key areas where change is needed. These recommendations aim to create a more neuro-inclusive environment and support neurodivergent individuals effectively. Some of the key recommendations outlined in the report are:
Treating neurodivergent engineers and technicians as individuals: Neurodivergent individuals should be treated as unique individuals, with line managers equipped with the knowledge and skills to provide tailored support.
Raising Awareness and Changing Attitudes: It is crucial to increase awareness and understanding of neurodiversity in the engineering and technology sector to foster a more inclusive culture.
Integrating Neurodiversity into Working Practices: Organisations are encouraged to integrate neurodiversity into their working practices and culture, ensuring that adjustments and support are readily accessible where needed.
Offering Targeted Career Support to neurodivergent engineers and technicians: Providing targeted career support for neurodivergent professionals can help them thrive in their roles and contribute effectively to the sector.
Creating Inclusive Learning Environments: The engineering profession should focus on creating more inclusive learning environments that harness the unique creativity and innovation of all individuals, regardless of their neurocognitive abilities.
The Buckland Review of Autism Employment, 2024
A report of research and recommendations led by Sir Robert Buckland KC MP, supported by Autistica, with secretariat provided by the Department for Work and Pensions.
Key statistics from the report:
Only 3 in 10 autistic people of working age are employed, compared to 5 in 10 for all disabled people and 8 in 10 for non-disabled people.
Autistic people face the largest pay gap of all disability groups.
Autistic graduates are twice as likely to be unemployed after 15 months as non-disabled graduates. Only 36% finding work in this period
Autistic graduates are most likely to be overqualified for the job they have.
Summary of findings:
The report highlights the need for increased opportunities for independence and fulfilment through work for autistic people. The review identifies barriers such as a lack of understanding, negative stereotypes, and inadequate support in the workplace. It emphasizes the importance of making workplaces more inclusive to neurodiversity, providing effective recruitment practices, supporting existing autistic employees, and enabling career progression.
When it comes to recruitment practices, the report found that at the application stage and interview process adaptions are rarely made to reflect the needs of autistic people. Barriers autistic jobseekers face include vague job descriptions, ambiguous interview questions and sensory environments. Moreover, it was found that interviews are reliant on the applicant having social skills rather than job skills.
Around 1/3 of autistic candidates felt they were unable to discuss their adjustment needs, and those who did request adjustments, over a quarter were refused and more than 1 in 10 found the adjustment was poorly implemented. The report found access to adjustments is inconsistent and In most cases the onus is on the autistic employee to identify and advocate for adjustments.
The report outlines 19 recommendations to enhance workplace inclusivity and support for autistic individuals in securing and maintaining employment, such as initiatives to raise awareness, reduce stigma, prepare autistic individuals for work, adjust recruitment practices, support existing autistic employees, and encourage career progression. The report emphasizes the importance of creating a more inclusive environment for neurodiverse individuals in the workforce
Cultivating Neurodiverse Connections Through Competent Leadership: Integrative Literature Review
Kaaria, A. G., & Karemu, G. K. (2024)
Summary:
The researchers put forward that competent leadership is essential in promoting diversity, inclusion and shaping corporate culture. they conducted a literature review in order to investigate the ways in which leaders in the workplace develop neurodiverse connections. The study found the significance of leadership competencies such as empathy, adaptability, communication, in fostering neuro-inclusive environments due to these attributes augmenting creativity and efficiency. Therefore, authors suggest that organisations may find it beneficial to build leadership abilities in these areas to empower neurodivergent individuals in the workplace.
Evaluating the impact of an online autism training on changing employers’ autism knowledge and commitment to inclusion in the workplace
Ashworth, M., Heasman, B., Crane, L., & Remington, A. (2024)
Summary:
The research looked at the difference between having an autistic or non-autistic trainer when delivering an online training programme on autism. 129 employers took part in the study and pre and post workshop measures were taken, where each delegate completed surveys measuring autism knowledge and commitment to inclusion (CIW) in the workplace. Results showed that overall, autism knowledge and CIW improved post workshop. There were no significant differences in results based on having an autistic trainer or non-autistic trainer. The researchers suggested that it is still important to have autistic representation of lived experience as it may encourage positive development and progressive ideology about autism. The study also found that post training, there were changes in behaviour where employers were committed to inclusive recruitment, communicating vacancies, and providing workplace adjustments for autism. Suggesting that the training demonstrated or confirmed to the employers their self-efficacy and capacity to address these aspects of inclusion in the workplace.
The Influence of Neurodiversity Management on Affective Commitment and Turnover Intention: The Role of Neurodiversity Awareness
Ali, M., Grabarski, M. K., & Baker, M. (2024)
Summary:
This study explored how retail organisations in Australia view neurodiversity management and whether the perceived neurodiversity management of an organisation helps enhance neurodiversity awareness and affective commitment for employees, and whether affective commitment leads to lower turnover intention.
Their findings suggest
Retail organisations broadly identified the term ‘disability’ as a form of diversity, and they rarely used ‘neurodiversity’ or neurodifferences
There was a lack of visible information on how retail organisations include neurodiversity in policies and adjustment
Having policies and adjustments in place to support neurodiverse employees increase employees’ awareness of neurodiversity and their commitment to their organisation.
Furthermore, it was found that the affective commitment was negatively associated with turnover intention, indicating that the more committed employees were to their organisation, the less likely they were to intend to leave.
This illustrates the positive effects of neuro-inclusivity in an organisation’s policies and adjustments.
The Workplace Masking Experiences of Autistic, Non-Autistic Neurodivergent and Neurotypical Adults in the UK
Pryke-Hobbes, A., Davies, J., Heasman, B., Livesey, A., Walker, A., Pellicano, E., & Remington, A. (2023)
Summary:
Researchers at University College London investigated the key motivations and consequences to masking for neurodivergent individuals in the workplace. Through reflexive thematic analysis, the researchers found two key motivators for workplace masking which were:
making social connections with colleagues
as well as a desire to gain and sustain meaningful employment.
Neurodivergent participants reported unique concerns of potential workplace exclusion or rejection if they did not mask, and they felt masking was important for successful employment and career development. Participants highlighted perceived advantages to workplace masking such as enabling them to appear professional with colleagues, building confidence to fulfil their roles, and minimise stigma. The current study indicated associations between workplace masking and negative consequences such as extreme exhaustion, anxiety and a disconnect with one’s identity. Findings also illustrated that increased intensity and regularity of workplace masking was related to higher levels of exhaustion and faster levels of burnout. The present research exemplifies the importance of fostering an accepting working environment for neurodivergent employees to minimise pressure and potential negative consequences around masking.
More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study
Coffey, J., & Lovegrove, E. (2023)
Summary:
Researchers in an Australian university identified that neurodivergent individuals face unique barriers, particularly when entering the workforce, and so developed a pilot career learning development programme (CDL) for neurodivergent university students to help navigate these challenges. Based on an initial investigation into neurodivergent students’ current obstacles and challenges to employment search activities, the researchers created workshops and additional resources that included topics such as:
the advantages and disadvantages or sharing neurodivergent needs with employers,
the types of adjustments that can be made to the recruitment process and how to request such adjustments,
how to structure a CV,
an exploration of coping strategies for unsuccessful job search endeavours and
how to access further support for career advice.
The paper discussed the potential limitations of workshop delivery and further observations for future considerations. For example, it was observed that the participants had challenges with defining and applying their strengths when attempting to translate this to hypothetical job applications or interviews. Findings also highlight the lack of awareness of participants’ rights to adjustments in employment recruitment processes and benefit of interactive workshop resources. Overall, the case study demonstrated positive feedback from workshop participants who stated they felt more confident in the recruitment process and were more aware of the rights to the adjustments they could request.
This illustrates the importance for education and awareness for neurodiverse individuals that are soon to enter the workforce.
Experiences of Neurodivergent Students in Graduate STEM Programs
Syharat, C. M., Hain, A., Zaghi, A. E., Gabriel, R., & Berdanier, C. G. (2023)
Summary:
The researchers wanted to understand why STEM (Science, Technology, Engineering, and Mathematics) graduate programs are underrepresented and underserved by neurodivergent students. A qualitative study conducted in an American university aimed to gain an understanding into the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. To investigate this, researchers conducted 10 focus group sessions to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs. They found that while participants perceive their neurodivergence as a strength, they feel pressure to conform to neurotypical norms to avoid negative perceptions, and feel stigma associated with disability labels. The findings further illustrate how these can contribute to heavy cognitive and emotional load to mask and to how participants navigate decisions about disclosing their neurodivergence, ultimately resulting in mental wellbeing challenges and burnout. This study emphasises the need for an increased awareness of the strengths and challenges of neurodiverse individuals in education to focus on a strength-based framework for neurodiversity, open avenues for communications and break the stigma surrounding these topics. By building awareness in education, it may allow neurodiverse individuals to empower themselves earlier on and build confidence for when they do enter the workforce.
Organisational Benefits of Neurodiversity: Preliminary Findings on Autism and the Bystander Effect
Hartman, L. M., Farahani, M., Moore, A., Manzoor, A., & Hartman, B. L. (2023)
Summary:
A study published in Autism Research journal investigated whether autistic individuals were prone to the bystander effect in a workplace context. 33 employed adults with a clinical diagnosis with autism and 34 nonautistic employed adults were presented with seven short workplace vignettes which described different scenarios of organisational dysfunction or inefficiency, for example, operational issues or ethical dilemmas. For each scenario, participants were asked to rate the likelihood of them intervening and address the issue in addition to explaining the rationale for their decisions.
The findings illustrated that, compared to nonautistic employees, autistic employees are more likely to voice concerns when they witness inefficient or dysfunctional practices in their organisation. Furthermore, the number of bystanders were less likely to affect the decision made for autistic individuals in comparison to nonautistic individuals.
The research illustrates the benefits of employing autistic individuals as they are more likely to voice concerns around organisational inefficiencies and dysfunctions and therefore more proactive in addressing workplace issues. This suggests that autistic employees can contribute to improvements to organisation efficiency and performance.
Towards system redesign: An exploratory analysis of neurodivergent traits in a childhood population referred for autism assessment
Lang J, Wylie G, Haig C, Gillberg C, Minnis, H. (2024)
Summary:
This study was carried out by the University of Glasgow and evaluated the medical records of children diagnosed with autism. The findings showed that 76.2% of these children also exhibited traits for other neurodifferences, such as ADHD.
Over half (55%) of children assessed for autism, also met the diagnostic criteria for ADHD.
This study demonstrated the overlap between different neurodivergent traits, and how only a small population of children with autism (26%) were further investigated. This emphasises the need for more holistic assessments to uncover additional traits to support clinicians to identify co-occurring neurodifferences at the first assessment, therefore allowing for support to be provided for children at an early stage.
Disclosing an autism diagnosis improves ratings of candidate performance in employment interviews
Norris, J. E., Prosser, R., Remington, A., Crane, L., & Maras, K. (2023)
Summary:
This study found that when autistic individuals share their diagnosis ahead of an interview, they receive better ratings compared to autistic candidates that did not disclose. The study found interviewers rated candidates as being more confident, motivated, knowledgeable, conscientious, competent, intelligent, good communicators, likeable, and easier to work with compared to ratings from those where they were unaware of the diagnosis.
The study demonstrated that when autistic people disclose, it can lead to more favourable outcomes and has important implications for employers and autistic people, who should consider the potential impact of diagnostic disclosure prior to interviewing for a role. It also highlights the factors of perception of autistic individuals’ traits in job interview settings.
Neurodiversity in construction. A summary research report by the NFB (National Federation of Builders)
NFB, 2023
Summary:
The research presents findings on neurodiversity in the construction industry. Key findings include:
1 in 4 construction workers identify as having a neurodifference, which is higher than the general population estimate of 1 in 7. Of this population, 17% have received a formal diagnosis.
The most prevalent neurodiverse condition among construction workers is ADHD, accounting for 54% of neurodiverse individuals in the field.
34% of neurodiverse workers expressed that their condition heightened their desire to work in construction, while only 5% felt it made them less inclined.
67% of all construction workers believe the sector is capable of accommodating and aiding neurodiverse individuals.
80% of respondents who disclosed their neurodiverse condition to their employer experienced reasonable adjustments, and 71% received additional support.
However, almost 40% of neurodiverse workers have not told their employers about their condition, with some citing embarrassment and stigma concerns and worried that they may be viewed differently at work.
The report provided the following recommendations for the construction industry and employers to better support neurodiversity:
Increase General Awareness of Neurodiversity:
The report recommends increasing awareness and understanding of neurodiversity among all construction workers and employers. This can help combat prejudice and stigma surrounding neurodiversity.
Ensure Recruitment is Open, Accessible, and Welcoming:
Recruitment processes should be designed to be inclusive and accommodating for neurodivergent individuals. This includes providing clear job descriptions, offering alternative application methods, and ensuring interviews are conducted in a supportive environment.
Communicate Effectively with Neurodiverse Workers:
Employers should adapt their communication styles to effectively engage with neurodiverse employees. This may involve using clear and concise language, providing written instructions, and allowing for alternative communication methods.
Create the Right Workplace Environment:
The report emphasises the importance of creating a supportive and inclusive workplace environment for neurodiverse workers to thrive. This can involve making reasonable adjustments, offering flexible working arrangements, and providing access to quiet spaces or sensory aids.
Industry News & Updates
Redefining neurodiversity in the workplace: beyond autism and dyslexia
Thompson, E. (2024, Apr 30)
Summary:
The article outlines the rise of neurodiversity initiatives in addition to the benefits of focusing on neuro-inclusion and the power of feeling seen and valued in the workplace. For example, the author stated embracing neurodiversity, i.e., the fact that no two brains are the same, can have a positive impact on individual retention, productivity and collaboration as it allows stakeholders to engage, communicate and problem-solve in different ways.
Neurodiversity in the Workplace: Over a Third of 16-24-year-olds Identify as Neurodivergent
HRWorld, 4th Dec, 2023
Summary:
Research from CYPHER Learning found that over a third (38%) of 16-24-year-old workers self-identify with neurodivergent conditions such as autism, ADHD and dyslexia and reported workplace training does not meet their needs. The research emphasised why a personalised approach to staff development and training is needed. The CEO of CYPHER Learning encourages the idea of personalising training as “if an employee knows they’re receiving the best training for them, they’re being set up to succeed”
The article explains that despite rising numbers of individuals identifying as neurodiverse, workplace barriers remain for neurodiverse individuals as they are more likely to face challenges in the workplace in terms of skills and job retention. However, they outline that many organisations who have reformed their HR processes to access neurodiverse talent have benefited from productivity gains, innovative capabilities and increased engagement. Therefore, supporting individuals with a personalised approach could allow encouraging potential talent by reducing stress and recognising individual differences.
Half of Neurodivergent Employees Don’t Feel Supported at Work
Wyatt, H. (2024, Feb 20)
In light of recent research by CIPD which revealed more than half of neurodivergent employees do not feel their organisation is supportive enough to discuss neurodiversity, the author reached out to consultants and directors to understand what employers should do to promote a neuro-inclusive culture in the workplace and their working practices. One theme that stood out as important in the article was that employers should seek to support neurodiverse individuals across their experience within the organisation, from recruitment onwards. This includes:
Finding out the hidden barriers that are limiting neurodiverse individuals within the employee lifecycle which includes the application process, their employment and possible promotions.
Considering potential barriers to inclusion that neurodiverse individuals may face from recruitment, for example, the use of language in job listings, the formatting of provided content, as well as a lack of adjustments made aware and available during the onboarding process.
Building the culture by understanding and learning about the conditions and experiences of neurodiverse people in the workplace.
It was also highlighted that education and training in neurodiversity should be considered by employers, particularly with wider teams and leadership. Contributors explained that this helps to improve understanding and empathy surrounding neurodiversity in the workplace and provides practical, actionable tips to improve inclusivity.
‘We can look to the AuDHD community to learn more about what the balance of autism and ADHD feels like’
Menon, S. (2024, Jan 02)
This article describes the importance of acknowledging the co-occurrence of autism and ADHD (also known as AuDHD) and what this means for assessing and diagnosing individuals with these neurodifferences. It explains that our current tools for diagnosing ADHD and autism can make it difficult to consider the possibility of AuDHD as these tools are based on outdated understandings of what it means to be autistic, and ADHD can potentially disguise autistic traits. These problems with current standardised tools make it challenging to assess these neurodiverse conditions and often result in misdiagnoses. Therefore, the author puts forward that assessors should not rely only on standardised tools and incorporate insightful probing questions into their assessments. For example, instead of simply asking ‘Do you go out and have friends?’ which follows an outdated understanding of autism, questions such as ‘How often do you see your friends? How energised do you feel after a social gathering?’ can provide more insight into an individual’s neurotype. The author also highlights the importance of considering cultural differences during assessments as the different cultural practices and norms could affect how an assessor may interpret an individual’s answers. These considerations should be translated into the practices of clinicians and assessors to prevent misdiagnoses and allow neurodivergent individuals to seek the support they need.
In a World Dominated by AI, Neurodiversity Matters More Than Ever
Kiersten, T., & Kant, P. (2024)
Summary:
This article highlights the importance of neurodiversity inclusivity within organisations, particularly with the rise of AI. The author emphasises the strengths of neurodiverse individuals, how they can overcome setbacks found in AI and work to improve AI models, for example, while AI is being utilised for critical national security missions and defence uses, it often can produce flawed or biased results. Inclusion of neurodiversity in developing these AI models can help improve bias identification and elimination. Furthermore, the article outlines report findings on neurodiversity and national security such that organisations can benefit from the inclusion of neurodiverse individuals due to unique strengths in recognition, analysis, visualisation and problem-solving to name a few, and so businesses should believe in the power of diversity and use it their advantage.
Neurodivergence Change, complexity and challenge. A guest edited special issue
Special Edition of The Psychologist (January/February 2024)
Summary:
This special edition explored topics related to neurodiversity, such as autism, ADHD, dyslexia, and other neurocognitive differences. It aimed to raise awareness, promote inclusivity, and address the challenges and complexities faced by neurodivergent individuals in different aspects of life, including discussions on creating supportive and accommodating work environments.
Key topics of interest:
What does it mean to be neurodiversity affirmative?
The contributors in this section talk about how professionals and services could adapt to consider neurodiversity, such as respect autistic culture and identity – listen to autistic people and how they want to be identified. Recognising the value in diversity and if you are unable to hire neurodivergent thinkers, become an ally.
Neurodiversity at work by Nancy Doyle
This article discusses the legal implications of neurodiversity and what more can workplaces do, such as job crafting, using Universal Design and creating psychological safety.
The AchieveAbility 4th edition: Neurodiverse Voices: Intergenerational Differences
The fourth edition of this journal focuses on intergenerational differences in experiences of neurodivergent individuals. It provides a platform for neurodivergent voices, values their intellectual contributions, and explores the evolving language and definitions surrounding neurodiversity.
Summary of some topics discussed:
“Breaking Away from Past Generational Concepts of Autism”
Jessica Dark, PhD student talks about the history of the diagnostic criteria for autism, and how earlier conceptualisations of autism hold a male bias and led to stereotypes, which has contributed to how autism is negatively perceived. The article explores autistic traits and how these can be impacted in the workplace.
The Paradoxes of Diverse (or Divisive) Identities
In this article by Naomi Folb talks about masking and unmasking behaviour and acknowledging some individuals may choose to not disclose due to concerns around discrimination and prejudice. The author recommends recognising the importance of diversity and to build awareness to create a sense of belonging for individuals, to invest in embracing diversity as the benefits include high quality contributions from individuals and neglecting policies, training and support can be more costly.
SHL - Neurodiversity Research Program Annual Report
SHL Labs released a report to summarise the key activities they undertook in 2023 as part of their Neurodiversity Research Program. The three areas they explored:
1. Performance and reactions to different assessment types
1. Cognitive Ability Tests
SHL’s research team explored cognitive ability tests as they found there was little research about the suitability of these tests for neurodiversity. The team explored how neurodivergent individuals perform on cognitive ability tests compared to the general population sample of research participants, who did not disclose as having any type of neurodifference.
Findings:
Small average score differences across groups were found for inductive reasoning and numerical reasoning practice tests
Neurodivergent participants scored slightly higher on average than the general sample population
Interactive format of the tests does not have a significant impact on performance scores
Conclusion:
The research suggests that cognitive ability tests are a promising option for assessment of neurodivergent individuals
The formatting of the delivery of the tests where previously traditional formats were studied and recently SHL compared this to the interactive formats, they found it doesn’t appear to impact on performance and therefore suggests either format provides a fair and inclusive experience.
2. Behavioural Assessments
The team reviewed the impact on behavioural assessments by asking autistic research participants to share their reactions to SHL’s behavioral assessments, and comparing the data to a sample of participants from the general population.
Findings:
On Average, autistic participants scored better in skills such as: working autonomously, troubleshooting technology/equipment, and critically evaluating information.
Reactions were generally consistent across the autistic and neurotypical participants
Conclusion:
SHL suggested that the assessment type is not differentially negatively impacting the assessment experience for autistic candidates as the reactions were generally consistent
SHL are looking to continue their research in this area for other neurodifferences and continue to investigate the perceived fairness of behavioural assessments.
2. Disclosure decisions
SHL updated their disclosure forms to use more positive and inclusive language and separated out disability and neurodiversity. They also provided a more comprehensive list of neurodifferences to select when disclosing
Findings:
Disclosure rate doubled
Over half of the people who disclosed a neurodivergent condition did not indicate it was a disability
Conclusion:
SHL suggested for organisations to implement positive and inclusive language to create a psychological safe environment, to help candidates to feel comfortable in disclosing and requesting
3. Accommodation considerations
SHL looked to identify the types of adjustments that would be useful for candidates
Findings:
Top 3 adjustments for platform assessments – screen readers, contrast options and customisable features
Both neurodivergent and neurotypical participants also suggested to adapt assessments by having more about what to expect and the opportunity to take a break between assessments.
Embracing Neurodiversity in Accounting and Finance: Neurodivergent employees can foster a culture of innovation, problem-solving, and different perspectives.
Pacilio, A. (2024)
Pacilio (2024) stated employers in accounting and finance sectors are a result-driven profession and would benefit from diversity of thought and problem-solving skills to get a competitive advantage, which can be achieved by embracing neurodiversity. As neurodivergent employees are known to have skills areas such as attention to detail, pattern recognition, and problem-solving that can bring new approaches to traditional tasks and may lead to increased productivity.
The author stated that for organisations to successfully implement neurodiversity employment programs and training, it is important to look at advancements in technology, such as AI. For example, AI could be used to build individualised processes, such as onboarding for neurodivergent employees based on the adjustments required.
Additional Resources
Lots of free resources can be found on Lexxic’s website, including insights into various neurodifferences, insightful blogs and handy guides to support organisations on their first steps to neuro-inclusion. Take a look at the following links to check out some of our free resources:
Lexxic are also the proud partners of Neurodiversity Celebration Week (NCW). Take a look at their website to see how you can get involved for NCW 2025 and to check out their Resource Hub: