To improve inclusion for neurodivergent colleagues, stop blaming them for communication challenges – and start rethinking the workplace based on universal design principles
Neurodiversity refers to the idea that people experience and interact with the world around them in many different ways. It reflects the notion that there is no one ‘right’ way of thinking, learning and behaving: that differences are not the same as deficits.
In recent years, there has been an upsurge of interest in neurodivergence, from employers and scholars alike. Yet even though an increasing number of businesses recognize that neurodivergent individuals can contribute positively to organizations in multiple ways, they continue to experience barriers and challenges in the workplace, and tend to get blamed for their impairments or differences.
What is neurodivergence?
Although terminology and definitions continue to evolve, the term ‘neurodivergent’ describes an individual with non-typical cognitive functioning. It is estimated that approximately 15-20% of the population meet the requirements for neurodivergence. There are many neurodivergent conditions, with some of the most common including Autism-Spectrum Disorders (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), Dyslexia, Dysgraphia, Dyspraxia, Dyscalculia and Tourette Syndrome, with significant variations within each condition.
The size of the neurodivergent population, and the benefits they can bring to organizations, make them a potentially important pool of talent. Yet neurodivergent individuals are often regarded as dysfunctional and inferior – in part, because of the communication challenges that sometimes occur.
This overlooks the fact that misunderstandings involve two parties. It is the interaction between neurodivergent and neurotypical individuals that can lead to challenges. At the heart of the issue lies what’s known as the double empathy problem, referring to the tendency of different neurotypes to misunderstand each other, due to attentional and communication differences. The responsibility for addressing communication breakdowns is often put on neurodivergent individuals, yet there is little expectation for neurotypical individuals to adapt their communication styles or approaches. A lack of smiling or eye contact might be perceived as unfriendliness or lack of interest by a neurotypical co-worker, when it might be a sign of concentration and active listening for an individual with autism. Similarly, the capacity to build relationships with managers or colleagues – while rarely explicitly mentioned in job descriptions – is regarded as a given by most neurotypical employees.
Communication breakdowns can take multiple forms. For instance, implicit communication can be difficult to grasp for individuals with autism; individuals with ADHD may find it difficult to put their ideas into words; dyslexic individuals may have different ways of thinking and structuring their thoughts. This can be confusing for their neurotypical colleagues. Neurodivergent individuals may also find it challenging to navigate some of the more unstructured and unpredictable aspects of their work and the workplace. Their need for structure and difficulties in completing unexpected tasks can be perceived negatively by supervisors, leading to tensions.
Another challenge relates to a lack of understanding about neurocognitive conditions and how they do, and do not, affect employees’ work outcomes. Symptoms associated with neurocognitive differences can be interpreted as a lack of motivation. And norms about appropriate levels of energy and concentration – as well as ‘obvious’ skills, such as literacy and social skills – may lead neurotypical colleagues to perceive neurodivergent individuals as unprofessional. For example, dysgraphia may lead to written documents with many mistakes, leading the person to be perceived as incompetent.
Distinct perspectives
The truth is that neurodivergent and neurotypical individuals perceive the world in distinct ways. These differences in perceptions can lead to disruptions in communication that are often attributed as the fault of the neurodivergent individual. The result is that neurodivergent individuals may hide their neurocognitive conditions at work to avoid negative perceptions and treatment by colleagues. However, hiding one’s natural way of functioning is likely to feel uncomfortable and requires significant effort to maintain, which could have a negative impact on the psychological well-being and feelings of self-worth of neurodivergent employees.
It also puts the burden of communication breakdowns and misunderstandings on neurodivergent individuals, instead of framing it as a shared responsibility. This results in even less awareness of the challenges and experiences of neurodivergent individuals amongst neurotypicals, and is a missed opportunity for organizations: when they fail to recognize neurodivergent individuals’ needs, companies may not reap the full benefits that those employees can bring to the workplace. The mismatch between how they function and neurotypical norms suppresses the value that neurodivergent individuals bring to the workplace, as their personal characteristics are often misinterpreted and their insights overlooked. The expectation for neurodivergent individuals to conform to ideals and standards created by and for neurotypical individuals leads to the suppression of much-needed diversity in terms of perceptions, thoughts and solutions. With organizational pressure to conform, fit in and belong, neurodivergent voices and ideas are erased instead of embraced.
Answers start with universal design principles
What can organizations do? The starting point is adopting universal design principles – a set of principles based on justice, flexibility and simplicity, which can be applied to HR policies, practices and processes. The aim should be to make it easier for all employees to navigate the workplace, regardless of whether they are neurodivergent or neurotypical. That may mean ensuring explicit communication – something that is often valued by all employees, regardless of their neurotype. Similarly, providing a written summary of key points after meetings, allowing people to express themselves via a mind map instead of verbally, or permitting movement and standing-up during long meetings, may benefit everyone. Technology has an important role to play too. Assistive technologies can be effective in supporting individuals with learning disabilities, while virtual realities can support sensory processing for individuals
with autism.
Adopting universal design principles can lead to an evolution in perceptions of, beliefs about, and attitudes toward neurodivergent workers. They can help to remove both conscious and unconscious biases, make the workplace more inclusive, and allow all workers – neurodivergent or neurotypical – to show their strengths, to the benefit of organizations and individual workers alike.
Sophie Hennekam is a professor in organizational behavior at Audencia Business School
