Neurodiversity in the Workplace

On 19 May 2026, ARCS hosted an insightful seminar on supporting neurodiversity in the workplace, presented by Jo Horne, Clinical Scientist, Biomedical Scientist, STP Training Programme Director, and NHS England Leadership Academy accredited coach. The session explored the importance of recognising and supporting neurodivergent individuals within healthcare and scientific workplaces, with a strong emphasis on inclusion, communication, and equitable practice.

Jo began by introducing the concept of neurodiversity, explaining that while everyone is neurodiverse, not everyone is neurodivergent. Neurodivergence refers to individuals whose ways of thinking, processing, interpreting, and experiencing information differ from the majority population. Neurodivergence may be inherited or acquired and can include conditions such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and dyslexia. Some examples of strengths and challenges associated with these conditions can be seen in Figure 1. Jo also introduced the concept of neurodivergent “spiky profiles” (Figure 2), which illustrate how individuals may demonstrate significant strengths in some areas while experiencing challenges in others. Importantly, she stressed that there is no universal neurodivergent experience and that individuals should never be reduced to labels or assumptions.

Figure 1. Strengths and challenges associated with neurodivergence

The seminar highlighted that approximately one in five people are neurodivergent, yet many remain undiagnosed or choose not to disclose their neurodivergence due to stigma, shame, or fear of discrimination. While some neurodivergent conditions are recognised health conditions requiring workplace adjustments or medication, others may not be viewed by individuals as conditions at all. Neurodivergent individuals are also at increased risk of mental ill health, including anxiety disorders, which may coexist with outwardly “high-functioning” professional appearances.

Figure 2. A ‘spiky’ neurodivergent profile

Particular attention was given to the experiences of neurodivergent women and girls, who are frequently underdiagnosed and may mask their difficulties to meet social expectations. Jo explained that neurodivergence can present differently in women and may be obscured by mental health diagnoses. Hormonal changes associated with menstruation and menopause may also exacerbate challenges, further complicating recognition and support.

The session also explored intersectionality, recognising that neurodivergence does not exist in isolation. Characteristics such as ethnicity, gender identity, sexuality, and disability may intersect to shape an individual’s workplace experiences and access to support.

Jo emphasised the impact of language and microaggressions in professional environments. Common phrases such as “we’re all a bit autistic” or “I’m so OCD” may appear harmless but can invalidate lived experiences and discourage individuals from seeking support. Over time, these comments may contribute to emotional distress, increased masking behaviours, and reluctance to disclose support needs.

A key theme throughout the seminar was the importance of workplace adjustments and inclusive practices. Jo challenged the misconception that adjustments only benefit neurodivergent staff, noting that many accommodations improve working conditions for all employees. Examples discussed included flexible working practices, sensory-conscious environments, sharing interview questions in advance, diverse interview panels, and openly asking candidates or colleagues what support they may require. Failure to make reasonable adjustments may not only breach equality legislation but can also result in organisations losing valuable talent and expertise.

The UK Government’s Access to Work scheme was highlighted as a valuable resource for both employees and employers, offering grants for workplace support, assistive technologies, and mental health support, without requiring a formal diagnosis.

Practical support strategies were illustrated through a framework for scaffolding executive functioning skills (Figure 3). The model demonstrated how structured support can assist individuals with organisation, memory, prioritisation, emotional regulation, and self-management, enabling them to perform at their best.

Figure 3. Practical support strategies

The seminar concluded with a discussion on communication and leadership. Jo encouraged attendees to develop active and attentive listening skills by focusing on understanding rather than immediately interrupting, advising, or responding. Creating psychologically safe environments where conversations about neurodiversity are normalised was identified as essential for building inclusive and effective teams.

Overall, the seminar provided a thoughtful and practical exploration of neurodiversity within healthcare workplaces. The central message was clear: organisations should move away from focusing on “what is wrong” with individuals and instead consider how workplace barriers can be reduced to enable people to thrive. By listening, adapting, and valuing individual strengths, workplaces can become more equitable, supportive, and effective for everyone.

Jo included an extensive list of resources covering many areas of neurodivergency and diversity – find them towards the end of the recording of this webinar in the ARCS365 (2026) section of the website.