What if there’s no ‘normal’ way to work?

While you’re working, you might notice that one colleague prefers listening to music, podcasts, or background noise to help focus on their tasks. On the other hand, you might see another colleague who needs silence to think clearly. You may also encounter that one friend who enjoys back-to-back meetings because connecting with people energizes them, while another might feel exhausted and need time to recharge after a meeting. This simply shows that we all have different rhythms, and our brains work in unique ways. All these differences are actually a natural part of being human and are called neurodiversity. Some of these natural differences are also part of what we call neurodivergency.

Neurodivergency is an umbrella term that captures conditions such as autism, attention-deficit Hyperactivity Disorder (ADHD), Dyslexia, etc. Living with a neurodivergent mind often means carrying a difference that is invisible but felt. What appears to be an ordinary day from the outside may be experienced much more intensely, much more vividly on the inside. Thoughts flow faster or take longer to form; sounds are heard more sharply, and textures feel more uncomfortable. To adapt, neurodivergent individuals often have learning styles that do not fit within traditional systems. For example, some neurodivergent people remember information through their senses; they record a sound, a color, or a smell in their minds much more permanently than words. Others think while in motion; they learn by trying things with their hands, building a model, or explaining things to others.

Although these learning methods fall outside traditional systems, they are actually ways for the mind to find its own path. And this path is not limited to schools and extends to workplaces, especially in adulthood. Although schools are associated in our minds with the center for learning, workplaces are also environments where learning, production, and relationship formation occur constantly. But most workplaces are built as if there’s only one way to think or work.

This assumption often includes challenges at work for neurodivergent individuals. For example, working in open offices filled with excess stimuli, meeting deadlines that race against the clock, or interpreting vague instructions can be more challenging than anticipated for neurodivergent individuals and can lead to feelings of deprivation or a loss of psychological security. In this therapy sketch, we will examine how neurodivergency affects the way we work, challenges and strengths, and how we can create a neuro-inclusive workplace.

What is neurodivergency, neurodiversity, and neurotypical?

Neurodiversity is about recognizing that differences in brain functioning, thinking, and sensory experiences are simply a natural part of what makes us human. The idea was introduced by sociologist Judy Singer back in the 1990s, highlighting how people naturally vary in how they think, feel, process information, and connect with the world around them (Singer, 1999). Rather than seeing neurological conditions as problems to be fixed, the neurodiversity approach invites us to embrace these differences as valuable variations within the diversity of human experience (Walker, 2021). There are some terms we use to understand these differences better. Each one helps to describe a different aspect of neurodiversity and is separated by small but significant differences:

Neurodiversity: Refers to a broader range of neurological presentations that exist along a continuum, encompassing both neurotypical and neurodivergent traits
Neurodivergent: Refers to variations in mental or neurological function compared to what is considered typical. (Oxford Dictionary).
Neurotypical: Refers to someone whose thought patterns and behaviors are in line with typical neurological development, meaning they don’t show signs of autism or other neurological differences (Oxford Dictionary,)

As mentioned above, neurodiversity is not a single condition; it includes a wide range of neurological profiles such as autism, ADHD, dyslexia, dyscalculia, tic disorders, and sensory sensitivities. Each is unique in its own way, as each type includes different experiences, different strengths, and different challenges.

It is not possible to go in-depth into each of these profiles in a single therapy sketch, as there is extensive literature, research, and expertise on each. Nevertheless, recognizing this broad framework and knowing which differences fall within it is an important start to developing a general understanding of neurodivergence. Here are some common types:

Autism Spectrum: characterized by difficulty understanding unspoken social cues and expectations, along with repetitive or restrictive habits and interests, as well as notable sensory sensitivities.
Attention-Deficit/Hyperactivity Disorder (ADHD): characterized by difficulty with executive dysfunction, emotional regulation, impulsivity, and restlessness (Barkley, 2015).
Dyslexia: characterized by difficulty with language processing. There are about seven different types of dyslexia.
Dyscalculia: characterized by difficulty with numbers, pattern recognition, and mathematics
Dysgraphia: characterized by differences in writing (Snowling, 2013).
Dyspraxia: characterized by difficulty with hand/eye coordination, fine motor skills, and clumsiness
Tourette’s and Tic Disorders: characterized by repetitive, involuntary movements and vocalizations called tics.

How does being neurodivergent impact daily life?

Neurodivergence can fundamentally affect how a person perceives the world, thinks, and relates to people. This impact often does not occur suddenly; it accumulates over time, in small moments. It manifests itself in many areas, from everyday interactions to social settings, from inner experiences to the nature of relationships. Over time, these differences can affect a person’s sense of self and relationships.

Many neurodivergent individuals face unseen but recurring challenges. One of them is the invalidation of their experience. Phrases like “It can’t be that bad” or “I think you’re exaggerating a bit” can lead to the need to be heard and understood being overlooked. Rejection Sensitivity Dysphoria often causes a strong emotional response to the fear of rejection or exclusion, especially in people with ADHD. This reaction frequently goes unnoticed from the outside; it starts in a small moment but takes up a lot of space inside.

Some statements, even if they come from a kind place, can unintentionally label neurodivergent individuals. For example, phrases like “You were surprisingly easy to talk to” or “You made eye contact, great!” might make someone feel like they’re only valued when they’re “closer to normal,” rather than being appreciated just as they are.

All of these experiences are not only experienced on an individual level; over time, they are reflected in how systems function, how relationships are built, and how people perceive each other. And often, it is in the workplace where these invisible effects are most evident. Workplaces often have invisible challenges that come up repeatedly, especially for neurodivergent individuals. These issues usually aren’t about skill gaps but about how workplaces tend to favor one way of thinking, communicating, and working.

The Challenges in the Workplace

Many neurodivergent workers face some recurring challenges in their daily work environment. For example;

Bright lights, constant background noise, or crowded environments can create sensory overload.
Abstract or suggestive statements, vague instructions may cause communication breakdowns.
Rigid working hours may not match focus or energy cycles.
Social expectations like “reading” a room’s energy or multitasking can sometimes feel overwhelming or challenging.
When evaluation criteria focus more on visibility and sociability rather than productivity, neurodivergent individuals may feel overlooked or left out of the system.

As such challenges recur, for many neurodivergent professionals, work life becomes not just about fulfilling tasks but also an adaptation strategy. One of these strategies, called masking, involves suppressing one’s natural self to fit in. For example, an autistic person may force eye contact or rehearse small talk; someone with ADHD may overcompensate with late-night work; a dyslexic employee may spend hours double-checking written materials to avoid judgment. masking is often invisible to others but comes with high costs: emotional exhaustion, anxiety, and burnout (Botha & Frost, 2020). Over time, employees who continuously mask may disengage or leave the workforce altogether, eventhough they uniquely contribute to the workforce.

Strengths Often Overlooked

Despite challenges, neurodivergent employees contribute unique abilities:

Pattern recognition and deep focus are common in autistic professionals.
Creativity and innovation are often evident among people with ADHD and dyslexia (Austin & Pisano, 2017).
Honesty and integrity are frequently noted in neurodivergent feedback cultures.
Analytical precision and memory for detail that strengthen teams.

A Harvard Business Review analysis found that neurodiverse teams can be 30 percent more productive in specific problem-solving roles (Austin & Pisano, 2017). This is precisely why creating neuro-inclusive workplaces has become a necessity.

How to Create a Neuro-Inclusive Workplace?

Creating a neuro-inclusive workplace does not mean adding a new policy or checklist. It begins with a shift in perspective; a recognition that people experience the world differently, and that these differences are not obstacles to productivity but expressions of the human mind’s diversity. Just as self-care requires attention to one’s own needs, neuro-inclusion requires attention to collective needs within an organization. At its core, neuro-inclusion is about awareness, empathy, and flexibility.

Awareness usually starts with spotting the structures we often overlook. For instance, open-office layouts highlight social interaction while sometimes putting sensory comfort aside. Seeing things from a neuro-inclusive perspective invites us to question these patterns: Who do our workflows comfortably support, and who are they asking to stay alert all the time?
Empathy is stepping into someone else’s rhythm. It is seen that silence does not mean indifference. It focuses on the question “How can this work better for them?”
Flexibility means rethinking meeting formats, diversifying communication channels, and making room for differences in working hours and productivity metrics. Flexibility is about adapting the system itself to the diversity of people, rather than trying to fit people into a single work style.

What can support you?

Eventhough awareness about this topic is on the rise, systems don’t always change quickly. Therefore, neurodivergent individuals often have to learn to identify their needs, protect their boundaries, and explain these boundaries to others. And even in workplaces where systems are neuro-inclusive, neurodivergent individuals might still need to use strategies and learn new skills that are unique to them. At this point, Dialectical behavioral therapy can provide a framework for learning new skills to use in daily life and the workplace, including mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness.

Mindfulness: Even when your mind is preoccupied, mindfulness can be a great strategy to stay present and notice the body signals, especially when you feel overly stimulated. For example, when you feel sensory overload while working in an open office environment, simply taking a few deep breaths to bring your mind back to the present moment and recognizing your body’s signal that “this is too much” can be helpful to take action to calm the nervous system.
Emotional Regulation: Work environments can also evoke strong emotions. Reminding yourself that feedback is not personal criticism or recognizing feelings of rejection before responding can lessen the emotional load. This is especially helpful for individuals dealing with Rejection Sensitivity Dysphoria.
Distress tolerance: Building the ability to manage difficult emotions is called distress tolerance. For example, when a sudden change in plans happens during a work task, taking a quick break to go to your safe space and then progressing step by step can help. It can assist you in staying functional during tough moments.
Interpersonal effectiveness: This skill is about being able to express your needs and communicate your boundaries without harming others. For example, saying, “I find it difficult to speak up in these meetings. Can I share my thoughts in writing?” can be effective in both maintaining communication and making your experience visible.

Takeaways:

In short, neurodiversity and being neurodivergent are different ways of perceiving the world and relating to it.
Although systems are gradually becoming more inclusive, many work environments still operate on the assumption of a “one size fits all” approach.
This can lead to invisible but recurring challenges, especially for neurodiverse individuals. Yet these individuals bring many unique strengths, such as deep focus and creativity.
Creating a neuro-inclusive workplace begins with awareness, empathy, and flexibility.
For neurodiverse individuals, developing skills like awareness, emotion regulation, and boundary setting offers powerful tools to be themselves.

References

ACAS. (2022). Neurodiversity at work: Guidance for employers. Advisory, Conciliation and Arbitration Service.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). APA Publishing.
Armstrong, T. (2010). Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Da Capo Press.
Austin, R. D., & Pisano, G. P. (2017). Neurodiversity as a competitive advantage. Harvard Business Review, 95(3), 96–103.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.
Baron-Cohen, S. (2022). The pattern seekers: How autism drives human invention. Basic Books.
Botha, M., & Frost, D. M. (2020). Extending the minority stress model to understand mental health problems among autistic adults. Journal of Autism and Developmental Disorders, 50(2), 485–495.
Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59–71.
McKenzie, M. (2020). Performative allyship: Understanding the difference between performance and action. Journal of Social Issues and Policy Review, 14(2), 45–52.
Neurotypical. (n.d.). In Oxford Learner’s Dictionaries. Retrieved October 18, 2025, from https://www.oxfordlearnersdictionaries.com/us/definition/english/neurotypical
Remington, A., & Pellicano, E. (2019). Building autistic people’s workplace inclusion through participatory methods. Autism, 23(6), 1423–1426.
Singer, J. (1999). Why can’t you be normal for once in your life? In M. Corker & S. French (Eds.), Disability discourse (pp. 59–67). Open University Press.
Snowling, M. J. (2013). Dyslexia: A very short introduction. Oxford University Press.
Walker, N. (2021). Neuroqueer heresies: Notes on the neurodiversity paradigm, autistic empowerment, and postnormal possibilities. Autonomous Press.

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