What is neurodiversity?
Neurodiverse describes people who think and process information differently. This is often because their brains work in unique ways. Those with conditions such as autism, ADHD and dyslexia can be described as being neurodiverse.
1 in 7 adults in the UK (15%) can be described by being “neurodiverse”[1].
Neurodiversity is the idea that these differences are valuable and natural. It focuses on acceptance and understanding, and highlighting the unique strengths these individuals bring.
People who are not neurodiverse are called neurotypical.
Why does this matter in hiring?
Neurodiverse people don’t tend to perform as well in interviews as opposed to neurotypical people. They also tend to struggle more with the job application process. The UK unemployment rate for neurodiverse adults is 8x higher than those who are neurotypical. In 2020, only 30-40% of neurodiverse adults in the UK are employed[2].
This happens because we design our hiring processes for neurotypical people.
Neurodiverse people can bring amazing benefits to teams. Research has shown:
- Some teams with neurodiverse people were 30% more productive.[3]
- Neurodiversity boosts team morale.[3]
- Neurodiverse people find solutions other people may miss.[4]
What are common types of neurodiversity?
Each of the percentages below is a percentage of the UK’s population. Here is a brief overview of each. I plan to write more in-depth articles about each in the future.
Dyslexia: 10%[5]
Dyslexia affects a persons ability to read, write and spell. It is caused by differences in how the brain processes language. It makes it harder to match letters with sounds and words. Dyslexia is not related to intelligence.
They may struggle to read your job description, or interview questions with heavy text.
Practical advice:
- Read out the questions if possible
- If you have printed materials, consider using a dyslexic-friendly font
- Allow additional time for reading
Dyspraxia: 5% – 6%[6]
Dyspraxia affects physical coordination and motor skills. People with Dyspraxia may find tasks requiring balance, coordination or fine motor skills difficult. This can affect handwriting ability. Dyspraxia is not related to intelligence.
They may struggle to complete interview questions if you require them to handwrite, or use a whiteboard.
Practical advice:
- Allow additional time for the interview
- Avoid fast-paced timed questions, dyspraxia can affect processing speed
- Provide alternatives to writing
ADHD: 3% – 4%[7]
ADHD stands for Attention-Deficit/Hyperactivity Disorder.
It affects focus, impulse control, and activity levels. People with ADHD may find it hard to concentrate, stay organised, or sit still for long periods. ADHD has three types:
- Inattentive – difficulty focussing, easily distracted, trouble organising tasks.
- Hyperactive-impulsive – excessive energy, inability to sit still, impulsive behaviours.
- Combined – the most common type, a combination of the above two.
They may struggle to focus through long assessments or interviews.
Practical advice:
- Break down assessments and interviews into shorter sections
- Allow breaks for movement
- Use structured questions to guide responses
- Choose an interview location free from distractions and noises
- Politely let the candidate know if they’re straying too far from the topic
- Be understanding that you might be interrupted while talking – this is normal
Dyscalculia: 1.3% – 10%[8]
Dyscalculia affects a person’s ability to understand and work with numbers. It makes arithmetic, understanding time, or managing money more difficult. Dyscalculia is not related to intelligence.
Practical advice:
- Avoid using numerical assessments unless essential for the role
- Allow the use of calculators if calculations are needed
OCD: 1.2%[9]
OCD stands for Obsessive-Compulsive Disorder.
OCD is when a person experiences intrusive, unwanted thoughts. These thoughts are called obsessions. The person feels compelled to perform repetitive behaviours (compulsions) to reduce anxiety. These behaviours are not simply habits and can interfere with daily life.
Practical advice:
- Allow extra time for tasks
- Avoid rigid time limits for assessments
- Allow the candidate to pause if they feel overwhelmed
Autism: 1%[10]
Autism is often also called Autistic Spectrum Disorder (ASD).
It affects how a person communicates, interacts socially, and experiences the world. Autism is described as a spectrum since how it affects a person differs widely. Some people require significant support, while others are highly independent.
Those with autism often don’t understand social cues and nuances.
Practical advice:
- Simplify the questions, and provide one question per statement
- Use closed questions, rather than open ones
- Ideal: “given this situation, how would you respond”
- Poor: “tell me about a time when”
- Don’t use metaphors or idioms – i.e “how did you land your last job”, keep your communication literal
- Avoid noisy or bright environments for interviewing (i.e fluorescent lights)
- Politely let the candidate know if they are talking too much
- Instead of having a panel-styled interview,
Tourette’s Syndrome: 0.3% – 1%[11]
Tourette’s Syndrome is sometimes just called Tourettes.
It causes involuntary movements or sounds called “tics”. Common movements are blinking or jerking. Common sounds include humming, or specific words. The severity of the condition varies from person to person.
Practical advice:
- Educate your interviewers about Tourette’s
- Know not to mistake tics as nervousness
- Offer extra times for tasks
How do I ask about neurodiversity?
Not everyone you interview needs extra adjustments. However, it can often be challenging to know if your candidate is neurodiverse. Many people don’t like to self-describe or label themselves.
There are two ways you can ask about neurodiversity, and they serve different purposes:
- Anonymous self-disclosure
- Asking about adjustments
Self disclosure
The anonymous self-disclosure usually happens while the candidate is submitting their CV. Some hiring forms will ask the candidate to label themselves. The purpose of this is to collect data for diversity reporting. This then helps the recruitment team understand how many neurodiverse applicants are being hired.
Unfortunately this is imperfect, since it causes some candidates much anxiety to self label. Many people have been discriminated against before by less understanding employers. This means that they don’t want to self identify, even if the platform is anonymous.
Asking about adjustments
The best way to support neurodiverse candidates is to ask everyone early in process if they need adjustments to the process.
One suggestion is to ask each candidate if they need any adjustments, and send them out a survey:
- I would rather use a keyboard than use handwriting
- I would rather use diagramming software than a whiteboard
- I need both verbal and written instructions
- I need written instructions to be in a dyslexic friendly font
- I need written instructions to be in a large font
- I need additional time for the interview process
- I need a calculator for any arithmetic tasks
- I would rather avoid open questions during the interview
- I need breaks during any tasks longer than x minutes
The aim of the survey is not to force the candidate to identify their neurodivergence, but to proactively support them through the process. It should be clear to the applicant that this is optional and confidential.
This is not an exhaustive list, but please reach out to me if you’d like me to put together a more comprehensive document!
Closing thoughts
In this article, we’ve defined neurodiversity, and explored common conditions. We’ve also seen how in an interview, we can make adjustments to be more inclusive to neurodiverse people. We’ve also looked at mindful ways where we can ask what adjustments are needed without forcing people to label themselves.
In the future, I hope to write articles in-depth for each of these conditions, and how you, as an ethical hirer, can support them.
Click to see all sources
- https://equality-diversity.ed.ac.uk/disabled-staff-support/neurodiversity-support
- Office of national statistics, 2020
- Robert D. Austin and Gary P. Pisano, “Neurodiversity as a competitive advantage: Why you should embrace it in your workforce ,” Harvard Business Review , May–June 2017; Angela Nelson, “Neurodiversity in the workplace ,” eParent.com, May, 2018.
- CIPD, Neurodiversity at work , February 2018.
- Dyslexia – 10% (British Dyslexia Association)
- Dyspraxia – 5-6% (Dyspraxia Foundation)
- ADHD – 3% – 4% (NHS)
- Dyscalculia – 1.3% – 10% (Centre for Educational Neuroscience)
- OCD – 1.2% (National Institute for Clinical Excellence)
- Autism – 1% (National Autistic Society)
- Tourettes – 0.3% – 1% (British Medical Journal)
