Hiding in Plain Sight

We all wear masks—admittedly, some more than others —and of course, we are not meant to “let it all hang out,” so to speak. There is always virtue in being circumspect. However, what I am taking issue with in this piece is the pressure on some of us to pretend and mask our challenges for the comfort of others. That is not a mask anyone should be forced to wear.

When we talk about diversity, equity, and inclusion (DEI), our conversations often centre around visible differences. Protected characteristics—race, gender, age, disability, sexual orientation—rightly take up space in these discussions. Yet, diversity is far from straightforward. Beneath the surface, hidden disabilities and unseen forms of exclusion lurk, creating silent barriers for many. These invisible challenges often go unaddressed, not because of malice, but because no one takes the time to ask, “How are you really coping?”

The Stories We Overlook

As the Vice President Elect for Addysg Oedolion Cymru | Adult Learning Wales , I am particularly aware of the work being done to treat with all the challenges faced by educators and students alike of all ages and circumstance.

Take neurodiversity, for example. I’ve met brilliant, capable individuals who have grown up being misunderstood, even ridiculed, because they didn’t fit traditional moulds. White, blonde, seemingly “privileged” women have shared how they were dismissed as lazy or incompetent because their neurodiverse needs went unrecognized. Teachers didn’t have the time or knowledge to accommodate them, peers didn’t understand them, and as a result, they were left behind.

One of the most striking examples of this came from Shazia Hussain, a standout star from The Apprentice 2023. Diagnosed late in life with neurodiversity, Shazia excelled in the competition but felt that her specific needs were overlooked. She was held to the same standards as teammates without neurological challenges, with little consideration for the unique ways she might approach tasks. Her story underscores a critical issue: treating everyone “equally” does not always equate to fairness.

Shazia’s experience highlights the neglect many neurodiverse individuals face in workplaces and teams. Policies may exist, but are they implemented? Are leaders held accountable for understanding their teams' full makeup? Too often, the answer is no.

On the other hand, however, I must applaud Centre for Digital Public Services who I undertook an EDI Audit for early 2024. Despite robust and innovative policies and systems to be admired, it was not until I conducted my unique and insightful survey that they discovered that a third of their staff were neurodiverse. They had the best reaction I have ever received to a first-draft report. Before I joined the Board and the Senior Leadership team to discuss the report, they had already implemented changes to accommodate their neurodiverse staff. True exemplars!

Diagnosing the Problem: Neurodiversity in Wales

Neurodiversity is not a deficit. It represents differences—in learning, thinking, and processing—that should be respected and accommodated. Conditions like dyslexia, ADHD, autism, and Tourette syndrome are part of the rich tapestry of human diversity. Yet, our systems are slow to recognize this.

Wales has made strides with legislation like the Additional Learning Needs and Education Tribunal (Wales) Act 2018. This Act introduced mechanisms like Individual Development Plans (IDPs) and statutory roles such as Additional Learning Needs Coordinators (ALNCos). These are promising developments, but legislation is only as effective as its enforcement. Implementation must be robust, with educators and institutions equipped to identify and support neurodiverse individuals from early education through to employment.

Key measures outlined in the Act include:

1. Individual Development Plans (IDPs): Ensuring each learner’s needs are documented and addressed.

2. Statutory Roles: ALNCos and Designated Lead Officers (DLOs) tasked with coordinating provisions.

3. Dispute Resolution: Clear pathways for resolving disagreements about support.

4. Inspection and Regulation: Oversight by Estyn and the Care Inspectorate Wales to ensure compliance.

5. Transparency: Statutory duties to share information about additional learning needs.

These mechanisms are critical, but without sufficient resourcing and accountability, the Act risks becoming another well-intentioned policy that fails to deliver meaningful change.

The Cost of Ignoring Hidden Diversity

The Annual Population Survey (2021) shows that 3.7% of people in Wales report having a learning difficulty. This may seem like a small percentage, but it represents thousands of individuals navigating systems not designed with them in mind. Failing to support neurodiverse individuals has broader societal costs. Inclusive education and workplaces don’t just benefit those directly impacted—they enrich everyone by fostering innovation, creativity, and diverse perspectives.

Shazia Hussain’s experience is a poignant reminder that neurodiversity is often invisible. Without accommodations, neurodiverse individuals are placed at a disadvantage. Equality of opportunity requires us to meet people where they are, not treat them all the same.

In a report (https://www.gov.uk/government/publications/barriers-to-elected-office-for-disabled-people/barriers-to-elected-office-for-disabled-people) only five MPs declared a disability in the 2017 General Election, despite estimates suggesting, “Even if a more restrictive notion of disability was used, only including major impairments, we should expect to see 65 disabled MPs.” This underrepresentation mirrors broader societal attitudes—disability remains stigmatised, and those with hidden disabilities often feel compelled to stay silent.

Beyond Neurodiversity: A Broader View of Hidden Diversity

The issue of “hiding in plain sight” extends beyond neurodiversity. I recently heard a heart-wrenching story of a young man from the LGBTQ+ community who passed away. When his body was flown back to his home country, his burial was met with protests. The roads were blocked, and he was denied the right to rest in his hometown. Who are we to decide who deserves dignity, in life or death?

This story is not just about exclusion; it’s about the moral failure of a society that refuses to embrace differences. It’s a stark reminder that we cannot afford to be complacent in the fight for inclusion.

Practical Steps for Change

To create truly inclusive environments, we must go beyond rhetoric. Here’s what leaders, policymakers, and entrepreneurs can do:

1. Conduct Skills and Personality Audits: Understand the strengths and needs of your teams. This isn’t just about ticking boxes; it’s about leveraging diverse talents.

2. Implement Policies with Teeth: Legislation like the Additional Learning Needs Act must be enforced rigorously, with clear accountability mechanisms.

3. Foster Open Dialogue: Create spaces where individuals feel safe to share their experiences, including hidden disabilities.

4. Champion Inclusivity in Education: Equip educators to recognize and support diverse learning styles from the earliest stages.

5. Lead by Example: As community and business leaders, we must advocate for systemic change and hold institutions accountable.

Closing Thoughts

Hidden diversity is all around us, but it remains invisible because we fail to look. Whether it’s neurodiverse individuals, the LGBTQ+ community, hidden disabilities or others marginalised by unseen barriers, we have a collective responsibility to create a society where everyone feels valued.

Inclusion is not just a moral imperative; it’s a strategic advantage. By embracing hidden diversity, we unlock the full potential of our teams, our businesses, and our communities. It’s time to stop hiding in plain sight and start building a future where everyone belongs.

Until next time, let’s keep learning, growing, and winning—together.