From a young age, many of us are asked “What do you want to be when you grow up?” It’s a common question that is asked as we grow into adulthood. Sometimes the response makes us laugh, like when a young child responds with an unrealistic response like my 3-year-old wanting to be “a unicorn, princess, superhero.” While this sounds like a cool job, I am unsure what it actually is. This makes us think. . . . like when I explain to my students that the job they may have someday might not even exist yet. The job market is ever-changing due to new technologies, innovations, and initiatives and there undoubtedly will be opportunities for advancement and growth in areas currently unimaginable. One of the movements that is gaining traction across the country is creating more neurodiversity in the workplace.

The term neurodivergent is a nonmedical term used to describe people whose brains function differently than those who are considered neurotypical (Cleveland Clinic, 2022). Neurodivergent is an overarching term. An individual is not diagnosed as neurodivergent but rather diagnosed with other conditions such as attention-deficit hyperactivity disorder, intellectual disability, autism spectrum disorder, or others that fall under the umbrella of atypical brain functioning (Cleveland Clinic, 2022). Neurodivergent people make up about 15% to 20% of the world’s population (Division of Cancer Epidemiology and Genetics, 2022).

Historically, people with disabilities, specifically intellectual disabilities, have been excluded from the workplace or have been employed in the 3F’s (flowers, filth, and food). Young adults with disabilities are now flipping this paradigm. Having worked in special education for more than 10 years, I have seen individuals with disabilities hired in a plethora of fields including sports management, health care, and Fortune 500 companies. There are now entire departments within companies specifically dedicated to hiring neurodiverse people. There are also company initiatives that support the inclusion of neurodiverse people and other diverse populations within the workplace.

Inclusion is not just about having neurodiverse members on staff, but also providing a sense of belonging. It’s about a company understanding that neurodiverse employees provide a wealth of skills and capabilities like anyone else. People who are neurodiverse are not a homogeneous group, either. They are individuals with their own set of skills, interests, likes, and dislikes. To get a better understanding of what it truly means to feel included in the workplace, I enlisted the help of one of the UI REACH graduating seniors, Sebastien Janelle.

Sebastien is originally from Ankeny, Iowa, and is currently in his fourth year of the UI REACH program. He has had many different experiences in academics, social life, independent living, and employment while on campus. His dream job is to be a chef and he has been working in UI Housing and Dining to learn the skills to make this dream come true. During his time at Iowa, he says he has felt a sense of belonging in his employment. Sebastien is a fierce advocate for people with disabilities and prefers to disclose his disability with his supervisors. Here are some of the things Sebastien’s supervisors and coworkers do to make him feel a sense of belonging in the workplace:

• A previous supervisor complimented him in a one-on-one setting about how well he was doing in his position. 
• His supervisors allow him to try a variety of jobs with different skills to see where his strengths are.
• His supervisor has sparked confidence in him by helping him learn new skills.
• His coworkers include him when they are taking on new tasks so he can learn them. 
• Sometimes when he makes a mistake they say, “That’s OK, you are still learning.”
• They are patient when he asks them a lot of questions. 

Some challenges can occur when hiring a more neurodiverse workforce. Some of the physical challenges may include general inaccessibility, such as limited access to assistive technology or software, limited seating options, or office lighting. Potential mental health challenges include an increased struggle with anxiety and depression (Hull et al., 2020; McKenney et al., 2023; Milton & Sims, 2016) It’s important to avoid the “one size fits all” mentality when it comes to understanding the abilities and needs of a neurodiverse employee.  

Not only does hiring and including neurodiversity in the workplace benefit the person who is being hired, it can have a tidal wave effect on others. In fact, according to Khan et al. (2023), "effective workplace inclusion is associated with increased satisfaction, improved well-being, and self-development for both neurodivergent and neurotypical employees." Additionally, highlighting the abilities of neurodiverse people has a positive impact on acceptance from other employees (Khan et al., 2016). By integrating the research and tips from Sebastien, we can all do our part to support and create a more inclusive workplace. 

Cover image by Robina Weermeijer.

References

Cleveland Clinic. (2022). Neurodivergent: What it is, symptoms & types. https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent. Division of Cancer Epidemiology and Genetics. (2022, April 25). Neurodiversity. National Cancer Institute.

Hull, L., Petrides, K. V., & Mandy, W. (2020). The female autism phenotype and camouflaging: A narrative review. Review Journal of Autism and Developmental Disorders, 7(4), 306– 317. https://doi.org/10.1007/s40489-020-00197-9

Khan, M. H, Grabarski, M. K., Ali, M. & Buckmaster, S. (2023). Insights into creating and managing an inclusive neurodiverse workplace for positive outcomes: A multistaged theoretical framework. Group and Organization Management, 48(5), 1339-1386. https://doi.org/10.1177/10596011221133583

McKenney E. E., Brunwasser S. M., Richards J. K., Day T. C., Kofner B., McDonald R. G., 

Williams Z. J., Gillespie-Lynch K., Kang E., Lerner M. D., and Gotham K. O., (2023)Repetitive Negative Thinking As a Transdiagnostic Prospective Predictor of Depression and Anxiety Symptoms in Neurodiverse First-Semester College Students. Autism in Adulthood 5(4), 374-388.

Milton, D., & Sims, T. (2016). How is a sense of well-being and belonging constructed in the accounts of autistic adults? Disability & Society, 31(4), 520–534. https://doi.org/10.108 0/09687599.2016.1186529