Edition 56 - Supporting Neurodiverse People

We're back with another episode of Pondering Careers, and this time we're talking about how we can improve our practice when it comes to supporting people who are neurodiverse (ND).

If you're a first-time reader then welcome to the community - there are over 2,000 of us here now, and your input is why I keep writing. If you're reading this because you (like me) sit somewhere on the NeuroSpicy spectrum, then double-welcome, and I hope you find this article useful.

Earlier this week, a colleague asked about our Cluster Approach and if it was suitable for ND clients, which is a fair question to ask. My response is always that no tool or resource is ever going to work for everyone, but ND people were heavily involved in developing and testing the Clusters, and the evidence we've gathered so far suggests that the approach is just as useful for ND people as it is for the neurotypicals.

But this question got me thinking - what should we be considering when working with ND people?

Like all groups of clients/students, there are many things that apply across all settings, but there are also some things to be aware of. I'm not the expert, however, and before we dive in I'd like to point out that there are some incredible people doing some amazing work in this space who you should really be following.

People to follow

Will Wheeler is a young person working on making HE and VET more neuro-inclusive, and he's always sharing fantastic resources and insights, like his podcast Neurodivergent Mates.

Claire Pech has been doing some incredible work as a Career Advisor working directly with ND students, and I'd highly recommend following her work, especially if you're working in a school context. She's recently set up information evenings specifically for students with ADHD and her work is really starting to open up the conversation about how we can support ND students.

Mariane Power brings her lived experience to her Clinical Psychology practice, and she's always sharing insights and resources that I find invaluable. I'm going to talk a little more about Twice Exceptional (2E) students in a minute, but Maz is really the person I turn to when I'm looking for resources to support kids who are both ND and gifted.

Ricky Esterquest has been with us on the Cluster journey from the start, and he is a great person to follow if you're interested in what workplaces can do to improve the system for ND people. His social enterprise, Towards Better, is doing some incredible things in supporting businesses to support ND staff.

Last, but never least, is William E. Donald , who is really my go-to when I'm looking for an academic perspective on supporting ND individuals. I was also very excited to see his recent call for papers for a special issue of Career Development International Journal on 'Fostering an Inclusive and Sustainable Career Ecosystem: Empowering Neurodivergent Individuals and Employees to Thrive'. If you're interested in contributing you can find all the details here.

I am 100% sure that I have missed amazing people, so if you think you should be on this list, or know of someone else please let me know (and I'm sorry if I missed you!)

What does 'neurodiverse' mean?

If you're here, then you probably already have some idea of what it means to be ND, and may be ND yourself. But, for the sake of clarity, I think it's important to take a minute to look at what we mean when we say that we're supporting ND clients or students.

We are all different, and we all think differently about the world around us. Some of us think in ways which we would call mainstream or neurotypical, but others are less typical and have cognitive functioning which differs from the mainstream. ND isn't a deficit, or an illness, it's just a different way of thinking, and people who are ND have their own strengths and ways of seeing the world.

Harvard Medical School explains:

The neurodiversity movement emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences. Through online platforms, more and more autistic people were able to connect and form a self-advocacy movement. At the same time, Judy Singer, an Australian sociologist, coined the term neurodiversity to promote equality and inclusion of "neurological minorities."

You can read the full article here.

Neurodiversity encompasses a range of different cognitive profiles, which may include, but are not limited to:

• Autism Spectrum Disorder (ASD): Individuals on the autism spectrum may have differences in social communication, sensory processing, and repetitive behaviours. However, they often bring strengths such as intense focus, attention to detail, and strong memory skills.
• Attention Deficit Hyperactivity Disorder (ADHD): People with ADHD may experience difficulty with attention, impulsivity, or hyperactivity. However, they often excel in fast-paced environments, with creative problem-solving abilities and energy that can drive productivity.
• Dyslexia: Dyslexic individuals may find it challenging to process written language but often display strong verbal reasoning skills and creative thinking, excelling in areas that require holistic or visual thinking.
• Dyspraxia: Those with dyspraxia may experience challenges with coordination or motor skills. However, they often have strong problem-solving abilities and resilience in the face of challenges.
• Dyscalculia: People with dyscalculia may struggle with numbers and mathematical concepts but often exhibit strengths in other areas, such as verbal communication or creative arts.
• Tourette’s Syndrome: This includes individuals who may experience motor or vocal tics. Many with Tourette's are highly resilient and adaptive, bringing strengths in multitasking and thinking on their feet.

And, as the spicy people that we are, these profiles may overlap and intertwine. There is also a pretty strong connection between giftedness and ND, and many ND people are also gifted.

We call these people Twice Exceptional, or 2E, as they are both gifted and neurodiverse. Their ND traits may present as learning difficulties, which can mask their potential and leave them feeling excluded.

What can this look like? Well, when I was in primary school I was a terrible speller. I would write words backwards, turn letters around, and failed just about every spelling test we were given. Because I was a terrible speller, some teachers (but not all) would assume from my writing alone that I didn't know what I was doing. In hindsight, I probably have a tinge of dyslexia, which went undiagnosed, but this often overshadowed my other abilities.

There's a fantastic venn diagram from Katy Higgins (Tending Paths) that really explains how the differences can intersect:

It's also important to recognise that not everyone who is ND is diagnosed, or even really aware of their differences. The average wait time for an autism assessment in Australia is about 3.5 years, and many people may not undergo the formal assessment process, but this doesn't meant that they're not ND.

How might Neurodivergence present?

Neurodivergence can manifest in a wide variety of ways, depending on the individual and their specific neurotype. Here are some examples of how these differences might present:

• Communication Style: A neurodivergent person may use more direct language, may prefer written over verbal communication, or might need extra time to process and respond to questions. For example, someone with autism may avoid eye contact (this is me - I hate eye contact) or prefer communicating through written forms such as email.
• Sensory Processing: Some neurodivergent individuals may be more sensitive to light, sound, or textures, while others may seek out sensory input. For example, a person with sensory sensitivities might find a busy, noisy office overwhelming, whereas another may find comfort in certain repetitive motions or sounds.
• Focus and Hyperfocus: Individuals with ADHD might struggle with sustained attention on tasks that don’t engage them, but they may also experience hyperfocus, where they become deeply immersed in a task for extended periods, particularly if it interests them.
• Social Interaction: A person on the autism spectrum may find social interaction challenging or tiring and might not always understand or follow social cues. However, they might thrive in roles that require high levels of independent work and focus.
• Organisational Skills: Neurodivergent individuals may struggle with organisation or time management, but often display strengths in areas that require creativity, adaptability, and lateral thinking. Someone with dyslexia, for instance, might struggle with written tasks but excel in verbal communication or brainstorming sessions.

If you are neurotypical, and you have a friend or family member who is ND, why don't you see if you can have a chat about what it's like? In our house, we have both flavours of people, and I and often astonished at how differently neurotypical people see the world.

I'd also suggest taking some time to watch The Assembly, (or the UK version here) which gives young autistic and ND people a platform to hone their journalism skills by grilling celebrities and politicians.

Some ND people are also very good at 'masking'. Here's a definition from the UK's National Autistic Society:

Masking is a strategy used by some autistic people, consciously or unconsciously, to appear non-autistic in order to blend in and be more accepted in society. Masking can happen in formal situations such as at school or work and in informal situations such as at home with family or socialising with friends.

Masking is one of the reasons why fewer women are diagnosed as autistic, because we're taught to hide our traits. You may never know that the client you're working with is ND, and they have no obligation to tell you that they are (if they even recognise it in themselves).

There's no 'one-size-fits-all', and we can't assume that all ND people who walk through the door will need the same sort of support, but there are some things we can do which can make life a little easier.

Ideas for how to support ND people

In this section, I've listed some of the things I do to make my own practice more ND-friendly, but I'm sure there are other ways so please share your own ideas. I'd also note that I don't do these things just for ND students, because they can actually benefit all people.

1. Focus on strengths

Rather than focusing on what neurodivergent clients may struggle with, let's focus on what they do well. ND people can bring some incredible benefits to the workplace, so we tend to avoid looking for 'areas for improvement' and just think about how they can play to their strengths.

For example, someone with attention to detail might thrive in roles requiring precision, while those with strong problem-solving skills could excel in creative problem-solving environments.

2. Preparation is key

For some ND people, they can feel more confident and less anxious if they are given lots of information about what will happen in the session. They may want to know what you will cover, what kinds of questions they will be asked, and what will be expected of them. They may also want to know what will happen when they arrive, and what the room you'll be talking in will look like.

To help with this, include detailed instructions and a breakdown of what you expect to happen in the session, and you could go further by including photos of your counselling space, or even a video tour and introduction.

3. Expect different body language

Eye contact and body language might look different for ND clients. A lack of eye contact or different engagement cues doesn’t necessarily mean they aren’t listening or aren’t interested, and you may need to remind yourself to evaluate body language differently throughout the session.

You can ask clarifying or “checking-in” questions if you're concerned, but remember to give people time to respond rather than filling the silence. Allow pauses for reflection, and if they are uncomfortable sitting face-to-face you may want to sit in a different position, or even get up and walk around campus (if you have enough space to ensure privacy).

4. Think about your communication style

Follow their lead when it comes to communication. Some ND people may want to ask direct questions, or respond in ways that feel blunt to neurotypical people, so remind yourself that it's probably not about you and go with the flow.

If they want to write notes during the session give them the chance to do so, and you could offer to recap their notes together at the end of the session if that's something that would help. You can also let them know early on that you'll be sending them a summary of the session via email (or whatever other format you use) afterwards.

5. Be flexible

ND clients often bring unique perspectives to problem-solving, so flexibility in how you approach career planning is key. Be open to different ways of thinking and consider how their perspectives can offer fresh solutions or approaches. As with all clients, they will be the one enacting their solution, so it's important that they take ownership of their next steps.

Encourage clients to share how they might approach a challenge differently, and create space for them to do so. This reinforces the idea that their differences are valuable assets in the workplace.

6. Do you need to adjust your environment?

Some ND clients may find it harder to focus in loud, bright, busy spaces (although, I wonder how anyone can focus on a career conversation in that kind of space), so think about the environment you're working in and how you can make it more welcoming.

Sometimes you'll have more control over this aspect of your conversation - for example, if you're providing ad hoc consulting at a career expo there's not a lot you can do about the noise, but it's still important to be aware of it. You may want to get up and find a quieter space for some clients, or, if you have the chance, set up a quiet zone somewhere before the conference starts, which you can retreat to when needed.

7. Stick to a routine

Many ND clients thrive with structure and routine. Setting regular meeting times, providing consistent feedback, and sticking to planned schedules can help create a sense of security. Offering clear expectations about the process, next steps, and timelines can reduce anxiety and make the career planning experience more manageable.

8. Ask for feedback

If you're trying something new, or just want to know how you're going, then the most important thing you can do is ask for feedback. ND people don't tend to beat around the bush, which means you may need to take a deep breath every now and again, but you'll also get clear and honest feedback you can use to improve your practice.

Ask them if there's anything you could do better, or if there's something they wish you had done differently. Take whatever they say on board, but also try to remember that not all ND people are the same (hence the 'diversity' in the name), so what works for one person may not work for another.

I'm always learning

As practitioners, it's important that we meet our students and clients where they need us, so this is an ongoing process for me.

I'd love to hear any tips or routines you've developed for working with ND people, and if you are ND and have something that you'd like Career Counsellors like myself to know about then please share that too.

Thanks for joining me again with my ponderings, and I'll see you all again in a couple of weeks!