Different Minds, Better Leaders: Embracing Neurodiversity at Work

We all know how much our workplaces have changed in recent years, with many of us working from home more often (or even full time), and experiencing overall more relaxed offices (whether that’s hours or outfits!).

We’re seeing more innovation, global connections, and, thankfully, a stronger appreciation for all kinds of diversity. One area, although sometimes still misunderstood, which is having its moment in the spotlight is neurodiversity. In L&D, considering neurodiversity as part of impactful leadership and management training isn’t just a ‘nice-to-have’. It’s a core part of understanding and motivating our teams in a way that can boost creativity, problem-solving, motivation and morale.

Let’s unpack what neurodiversity really means, why it matters for future leaders, and how we can all start to create training that welcomes everyone to the table. Plus, we’ll look at how prioritising neurodiversity can make your whole organisation stronger.

Understanding Neurodiversity in the Workplace

So, what’s neurodiversity all about? In short, it’s the idea that everyone’s brain works a little differently, and that’s perfectly normal. Neurodiversity is all of us in society and the world – in the same way that we’re all from different backgrounds and cultures, so too are our brains. Neurodivergence covers a bunch of neurological differences, like autism, ADHD, dyslexia, dyspraxia, Tourette’s, and more. Neurodivergence is part of neurodiversity and, although not everyone agrees with the term making people feel ‘different’, it’s the most commonly understood term that we have. Historically, it might be fair to say that these neurodivergences were seen as “problems,” but now we know they’re part of the amazing spectrum of human talent.

At work, neurodivergent folks often shine in areas like problem-solving, spotting patterns, being creative, focusing on details, and coming up with fresh ideas. The catch for them – and us – is that traditional work environments don’t always make it easy for them to show their strengths. People feel strongly that they should mask (or hide) what they feel is different about them so as not to be singled out in a negative way. Often, if they have a diagnosis, they may not feel comfortable sharing due to the stigma or incorrect perception that they may be less capable at their job. It’s up to all of us to be more accepting of the different ways every brain works, whether neurodivergent or diagnosed, or not. That starts in education and understanding.

Neurodivergence and Corporate Leadership

We now know that good leadership is more than just telling people what to do (and maybe how to do it). It’s about effective communication, understanding motivations, being emotionally intelligent, building good relationships individually and creating a psychologically safe environment for our teams. Anyone can be good or bad at any of those skills – but they are skills which can be learned, and neurodivergent individuals can bring natural talents to the role:

• Autistic leaders might be brilliant at logical thinking, fine-tuning processes, and planning far ahead.
• Leaders with ADHD can light up fast-paced settings, think outside the box, and bring infectious energy to teams.
• Those with dyslexia might have top-notch spatial reasoning and unique approaches to problem-solving.

The problem is, neurodivergent team members can be overlooked for leadership roles. Why? Old-school biases and a lack of training tailored to their needs. With so much discourse around neurodivergence, it’s our chance to shake things up. How can we raise awareness and build training that actually supports everyone.

Why Neurodiversity Matters in Leadership Training

Neurodiversity comes from all of us. Different ways of thinking, approaching problems, creating solutions, and the different patterns of logic we might use to select a solution we agree with can generate new and more effective ways of working that we might not consider if we don’t listen to all voices in the room.

Organisations who encourage this kind of all-inclusive approach, where every style of thinking is considered and discussed benefit from:

• More innovation, thanks to a wider mix of ideas and solutions.
• Greater employee engagement, because people feel accepted for who they are.
• Better decisions, since groupthink gets replaced by fresh viewpoints.
• Access to brilliant talent and better retention of high-potential employees.

Plus, making neurodiversity a priority shows you’re serious about giving everyone a fair shot.

Designing Neuroinclusive Leadership and Management Training

So what can we do? What are our practical ways of making this happen? Here are some ways to get started:

1. Raise Awareness and Bust Stereotypes

Start with the basics in all your training sessions. Share science-backed information, invite guest speakers who can talk from personal experience, and encourage honest conversations. The more people know, the more supportive they’ll be. If you have confident neurodivergent individuals in your organisation who are happy to speak from their experience too, it’s great to have spokespeople who are familiar to your teams and leaders. Often, they can share ways in which stereotypes are incorrect for them, which helps overcome the stigma around certain diagnoses.

2. Use Universal Design for Learning (UDL) Principles

Universal Design for Learning is just a fancy way of saying: make learning work for everyone. It’s based on three principles: multiple means of engagement, multiple means of representation, and multiple means of action or expression. Note the multiple! The more we incorporate for various individuals in the room, the more inclusive we are. Try these tips:

• Share information and learning in lots of ways (think visuals, audio, text, and hands-on activities).
• Let participants pick how they want to engage with you or the rest of the room and demonstrate what they’ve learned; this could be spoken, picture, writing, or another interesting idea they may have!
• Cut out needless obstacles, so ditch the timed tests and use plain language when you can. Avoiding jargon and metaphors helps, or at least using additional explanations so everyone in the room can understand.

Remember, everyone benefits from this approach, not just neurodivergent individuals.

3. Create Psychological Safety

People do their best work when they feel safe, heard, and valued. Another thing that’s a necessity, not a nice to have, is inclusive language and practices in your organisations and training. Being aware of challenges that others face, and giving them the time and focus they deserve (even if you don’t experience the same issues) can build powerful psychological safety.

To help with that:

• Encourage open, respectful feedback and chat in all forums.
• Make it normal to ask for support or special arrangements with no shame attached. Encourage people to share ahead of time what considerations they might need, or invite participants to share them with you when they get to the training room.
• Show vulnerability and use inclusive language at all levels of training.
• Be clear on these expectations from everyone, and follow up on where they haven’t been respected.
  
  
  

4. Offer Custom Support and Flexible Options

This is like the next level of detail from the point above. Universal design encompasses as much consideration as possible for the different needs of different people – and we are all still individuals! Some people might need extra support. That could look like:

• Giving more time for certain tasks or assessments.
• Handing out written summaries of key points.
• Allowing assistive tech or different ways to communicate.
• Setting up mentoring or buddy systems.

Let learners know it’s cool to ask for what they need and make it a standard part of your programme.

5. Rethink What Success Looks Like

Standard ideas of a “great leader” might accidentally leave out neurodivergent talent. Try broadening your view: celebrate different leadership styles, strengths, and achievements. Look at the big picture, so not just outcomes but the steps and creativity along the way. A big part of leadership is also the way in which our teams and individuals develop, personally and professionally, and how we can encourage them to do that.

Practical Tips for Facilitators

• Keep your language simple and clear – avoid jargon or colloquial sayings as much as possible.
• Break things down into small, easy-to-digest chunks and allow as much time as possible for reflection and discussion.
• Where possible, send out agendas and goals ahead of time, so participants can prep in their own way.
• Check in regularly to make sure everyone’s on track and comfortable.
• Highlight and appreciate a wide range of perspectives and creative ideas.
  
  

Measuring Impact and Success

You’ll want to know your neuroinclusive approach is working, right? Collect feedback – both stories and numbers – from participants. Look for signs like greater engagement, growing confidence, and a greater range of neurodiversity in leaders stepping up. At a higher level, track retention and promotion statistics, and highlight these successes across your organisation.

Conclusion

Welcoming neurodiversity into leadership and management training is twofold. We first have to break down barriers, negative stereotypes and stigma, and biases. Then we build up the education, acceptance, and encourage psychological safety, openness, and curiosity.

By championing neuroinclusive training, you’re helping to shape workplaces where everyone has a chance to shine, create, and succeed together. The future of leadership is bright, and it’s gloriously diverse!

Many thanks,