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Neurodiversity Dilemmas – and Their Implications in the Workplace

In various contexts, the term "neurodiversity" is increasingly common. In the workplace, it often emerges in discussions and materials aligned with DEI (Diversity, Equity, and Inclusion) values, particularly regarding adapting and organizing work environments to enable "neurodivergent individuals" to fully utilize their potential and work effectively for their organization, not expending more energy than their "neurotypical" colleagues, experiencing the same satisfaction and comfort in their roles.  

Who Are the "Neurodiverse"? 

The term "neurodiversity" refers to the diversity in the functioning and structure of the brain – the neurological diversity within the human population. It was popularized by Australian researcher Judy Singer, who used it in her work in the late 1990s to emphasize the value of neurological diversity in society. She pointed out that there are many different ways in which the human brain develops, and while some of these are typical for the majority of the population (neurotypical), others are less common (neuroatypical). Although neuroatypical functioning comes with unique challenges, it also brings unique strengths.If we examine this perspective closely, we can see that it implies that "we are all neurodiverse" – some of us are simply more "typical" or "atypical" in this context. However, the term "neurodiversity," which was initially used primarily to describe individuals with traits associated with the autism spectrum, has since become a label for people who are neuroatypical.

Thus, when we talk about neurodiverse individuals in the workplace, we are usually referring to people with neurological profiles that differ from the commonly accepted perception of "normal neurological development." These might include, for example, individuals on the autism spectrum, people with ADHD, dyslexia, dysgraphia, dyscalculia, or Tourette syndrome (or those who exhibit traits of two or more of these profiles – such as AuDHD individuals, who have characteristics of both the autism spectrum and attention deficit hyperactivity disorder). This list is definitely open-ended. It is worth noting that – especially in casual understanding or discussions on social media – the catalogue of profiles described as "neurodiverse" is not only open-ended but also often variable (one could even call it "capricious"). It is important to keep this in mind, especially when considering the functioning of neuroatypical individuals within a company.  

With this in mind, let us examine some of the typical challenges faced by "typical neuroatypical individuals. 

Oh, don’t exaggerate, it’s not that dazzling.

Some neuroatypical individuals – particularly those on the autism spectrum and often those with ADHD – are characterized by increased sensory sensitivity, which can significantly impact their daily lives. Sensory sensitivity refers to the way these individuals process sensory stimuli (such as sounds, light, touch, taste, or smell), filter them (i.e., whether they can always "filter into the background" stimuli that are irrelevant at a given moment), and respond to them (e.g., experiencing pain in response to stimuli that neurotypical individuals might perceive as merely uncomfortable or neutral).  

For instance, individuals on the autism spectrum often exhibit hypersensitivity to certain stimuli – loud sounds, bright light (often referred to as "overhead lighting"), or strong odours can feel overwhelming or causing discomfort. When there is no way to stop the stimulus, this can result in various manifestations of "sensory overload": from irritation, to outbursts of anger or crying, to complete withdrawal from external stimuli.  

Z drugiej strony – część neuroatypowych osób może potrzebować większej stymulacji sensorycznej (to częste u osób z ADHD), poszukiwać będzie jej więc odruchowo w otoczeniu – dotykać różnych tekstur, słuchać głośnej muzyki, by skupić się na rutynowych zadaniach. Te same osoby mogą mieć jednak problem z filtrowaniem bodźców – nie będą się w stanie skupić na rozmowie czy czytanym dokumencie, gdy wokół odbywa się mnóstwo innych rozmów (którym ich mózg odruchowo poświęca uwagę) lub gdy wyskakują im kolejne powiadomienia o mailach czy akurat w puszczonej w tle piosence pojawi się interesujący tekst.  

Although diagnostic profiles and the growing understanding of human neurobiology and psychology help us categorize and predict challenges, it is important – especially in the context of teamwork – to remember that every neuroatypical or neurotypical individual is unique. Depending on their neurodevelopmental profile, as well as their personal resources, personality, and life experiences and how these have shaped their brain, each person has a unique range of needs and a distinct set of specific skills.

Oh, it's just a handful of people, let’s not get carried away…

We know that, in keeping with DEI principles, we shouldn’t take the size of a particular group of employees, whose needs we’re discussing, into account. And yet, the pervasive notion in society that neuroatypical individuals are “rare exceptions” can (and often does) result in their presence in a team being pushed down the list of priorities when organizing work. Most neuroatypical employees, after all, have developed strategies that allow them to “cope” despite the lack of accommodations or adjustments – but they typically pay the price of expending greater effort, achieving less than their full potential, and ultimately experiencing the physical and mental toll of prolonged stress. It’s worth understanding, then, what scale we’re talking about here.  

Auticon estimates that 15-20% of the global population is neuroatypical. However, it must be noted that these estimates may not correspond to the actual number of diagnoses. Many people worldwide remain undiagnosed for various reasons: lack of societal awareness, inconsistent diagnostic criteria, or limited access to healthcare. Additionally, such estimates generally do not include individuals who are not “atypical enough” to meet the criteria for a formal medical diagnosis – people with traits of specific neurological profiles. And yet, their comfort and productivity in the workplace are just as important!  

The JiM Foundation, in collaboration with the Polish Ministry of Development and Technology, estimates that within the Polish population:  

  • approximately 10% of people have ADHD, 

  • approximately 10% have dyslexia  

  • approximately 2% have dyspraxia  

  • 1-2% are on the autism spectrum,  

  • approximately 1% have Tourette syndrome  

Conscious Preparedness for Neurodiversity in the Workplace – Why Is It Worth It?

As is easy to see, collectively, neurodivergent individuals form a truly “larger minority.” The sheer numbers make it clear that each of us has worked or currently works with at least one neuroatypical person – even if we were completely unaware of it. Individuals with diagnoses (e.g., autism spectrum) don’t always choose to disclose this to their surroundings. On one hand, this is due to the persistent stigmatization of psychiatric diagnoses in society. On the other, there is often a reluctance to be labeled and stereotyped. Too often, sharing a diagnosis results in a stereotypical reaction (“Oh, you have ADHD? Look, a squirrel!” or “So, you’re autistic, that means you think purely rationally”), rather than an individualized approach to their needs and abilities. It’s also possible that we are unaware of working with a neuroatypical person simply because they themselves don’t know. And that’s perfectly okay – having a diagnosis isn’t an obligation. 

 What is our responsibility, however, is to create a workplace where all employees can work and thrive. This is not just a duty – it’s also an opportunity to benefit from the unique skills and aptitudes of these individuals, whose contributions to the company’s competitiveness can be invaluable  

For instance, some individuals with ADHD may “paradoxically” possess the ability to focus deeply on tasks, particularly those that fall within their areas of interest (a phenomenon known as hyperfocus). They are often highly creative, capable of connecting seemingly unrelated concepts and finding solutions that go beyond “well-trodden paths.” This “silver lining” of attention regulation challenges – a mind that leaps like a chess knight among thoughts – often lands on solutions that linear thinking cannot reach.

Many individuals on the autism spectrum may exhibit strong focus and perseverance, exceptional precision, and often highly detailed knowledge in specific fields. Contrary to stereotypes, this knowledge is not necessarily limited to STEM subjects!  

According to the Polish Economic Institute, the national budget could gain approximately 12 billion PLN annually from the activation of autistic individuals alone – potentially increasing Poland’s GDP by 1.2% per year. The DXC Dandelion program, which supports and develops the skills of neurodiverse individuals, has shown that in the IT industry, teams that include individuals diagnosed with autism spectrum disorder, ADHD, or dyslexia saw productivity increases of 30-40%!  

Perhaps It’s time to consciously embrace the challenges of creating a workplace open to neurodiversity?  

Conscious Preparedness for Neurodiversity Among Employees – The Challenges

While we live in a neurodiverse world, creating a truly inclusive workplace that acknowledges this reality and employs neuroatypical individuals comes with certain challenges. Organizations must be prepared to tackle these challenges to fully harness the potential of such employees. It’s important to note that, as previously mentioned, some employees—whether due to socialization or the inherent diversity within neurodiversity itself—might not even be aware of their neuroatypicality. Moreover, should we really compel employees to endure the added stress of identifying themselves or “legitimizing” their experiences with a diagnosis just to create optimal working conditions for them? Instead, organizations should aim to design thoughtful systems that inherently consider these needs, offer appropriate tools, and provide resources. Simultaneously, they should implement mechanisms that identify employee needs without requiring “medical” justification.  

Here are a few examples of possible approaches:  

Recruitment and Job Interviews  

Traditional recruitment methods, such as standard job interviews, can pose barriers for some neuroatypical individuals. For example, people with traits of autism spectrum disorder might struggle to maintain eye contact, or they may be overly direct and candid about their weaknesses—factors that can unfairly affect evaluations of their suitability for a role. Similarly, individuals with ADHD may find it challenging to stay on topic, appearing “chaotic” during face-to-face interviews. Organizations could consider implementing alternative or supplementary assessment methods, such as task-based evaluations or portions of the interview conducted via communication platforms.  

Training recruiters in neurodiversity awareness would also be a valuable step forward.  

Adapting the Workplace 

Providing elements that enhance focus, such as desk lamps with soft lighting, noise-canceling headphones, sensory accessories, as well as visual aids—whiteboards, calendars, and planners—can help neuroatypical individuals focus, organize their work better, and prioritize tasks. In this context, it’s also essential to ensure that team members can discuss their needs and limitations calmly before potential clashes arise. This allows them to develop solutions collaboratively, enabling them to coexist in a shared space without compromising their productivity.  

Designating a quiet zone in the office can further improve comfort by offering a place to escape excess stimuli and achieve sensory regulation. 

Psychological Safety 

Creating a safe work environment where people can share their experiences and openly discuss differences in thought and information processing is crucial. Training programs provided by specialized organizations or companies like Auticon or awareness days for all employees can help raise awareness about neurodiversity  

It doesn’t hurt to… listen ;) When employees complain that “he’s always talking so loudly!” or “I get so angry the moment I walk into that room,” it’s worth having a conversation to explore simple solutions that could improve the work environment. Sometimes, it could be as straightforward as agreeing to make phone calls outside the room or dimming the lights. In cases where that’s not feasible, allowing flexibility, such as relaxing the dress code to let an employee wear a cap to shield themselves from overhead lighting, might be a simple yet effective measure.  

The most important aspect of building an atmosphere of safety is understanding that very few people have “quirks” for the sake of it—what often appear as quirks are legitimate needs or strategies developed to manage their own neurotype. The goal is not to automatically approve every proposed solution—especially if it might hinder others in the team. A safe workplace should foster openness to exploring strategies together—in dialogue, examining solutions in light of the underlying needs or barriers, and honestly assessing which ones can be implemented immediately because they improve one person’s comfort without negatively affecting others. Where necessary, solutions should be collaboratively developed to align with the needs of the team and the organization.  

A Workplace for Everyone – Inclusive for All  

In summary, neurodiversity refers to the natural differences in how human brains function. Modern approaches to neurodiversity emphasize that these differences are not deficits but unique ways of thinking and processing information, which can benefit both individuals and organizations. 

Creating inclusive workplaces is essential to fully harness the potential of all employees. By implementing appropriate strategies, employers can not only support diversity and inclusion but also gain from the unique skills and perspectives that these employees bring. 

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