Why small leadership shifts make all the difference
Depending on which report you look at, around 15-20% of the UK population is now thought to be neurodivergent. Autism affects around 1% of adults in England, and ADHD is estimated to affect 3-4%. That’s millions of people across the UK workforce.
Encouragingly, awareness is growing. I see myself through networking the number of specialist trainers, consultants and charities that now exist, focused entirely on supporting inclusion in the workplace and educating employers. These initiatives are making a real difference and are helping to move the conversation forward.
But, employment outcomes still tell a much more challenging story.
Recent figures suggest that only around 30% of autistic adults are in employment. Statistics like these really matter. But for me, the reality behind them has been clear before the data.
Earlier in my career, I worked as a learning support tutor – supporting adults with additional learning needs through apprenticeships and workplace training. Again and again, I saw how capable learners struggled and often left employment because of a lack of understanding from their workplace and qualifications. The commitment and potential were there – but the right support wasn’t.
What they described was rarely dramatic or one specific event. It was usually lots of smaller things – like unclear expectations, overwhelming environments, communication styles and that didn’t help them or managers with a ‘one size fits all’ approach.
Policy exists – but the leadership gap remains
In the UK, the Equality Act provides important legal protections for disabled employees, including those with neurodevelopmental conditions such as autism or ADHD. However, legal protection and everyday workplace practice are not always the same thing.
Many organisations technically comply with legislation, but support often only begins after someone discloses a diagnosis or requests a formal adjustment. Even then, managers may feel uncertain about how best to respond.
This approach is becoming increasingly challenging as demand for assessments grows. In many parts of the UK, waiting lists for autism and ADHD diagnoses can stretch to several years, leaving many adults navigating work without formal recognition or support during that time.
This is rarely about a lack of goodwill. More often, it reflects a common leadership capability gap.
Many line managers are promoted because they are excellent at their jobs, not because they have been trained to support different learning styles, communication preferences or cognitive approaches within a team. Without the right guidance or development, even well-intentioned managers can struggle to navigate these conversations.
There is also a big difference between larger organisations and Small and Medium-sized Enterprises (SMEs.) Large companies may have access to HR teams, specialist consultants or structured inclusion programmes. Smaller organisations often have fewer formal resources.
However, inclusive leadership does not depend on the size of an organisation. In many cases, the most important factor is simply whether leaders are supported to develop their own understanding and confidence. Continuous professional development, learning how people think, communicate and work differently, can make a meaningful difference in any workplace.
One of the most important lessons from working in education and learner support is everyone learns and works differently. No two people are the same and neurodiversity simply makes those differences more visible.
Some people process information best when it is written down.
Others prefer verbal discussion.
Some thrive in highly structured environments, while others need more flexibility to manage their focus and energy…
…the list could go on and on.
Good leadership recognises these differences rather than trying to standardise them. (the one-size-fits-all approach I mentioned earlier). This skill should be a standard part of good management.
Small changes can make a huge difference
Supporting neurodiverse teams rarely requires major organisational change. Often it comes down to small, practical shifts in how leaders communicate and structure work.
One of the most important starting points is simply to ask rather than assume. Neurodiversity is often misunderstood as a set of fixed traits with predictable solutions, when in reality, every individual experiences their needs differently.
Someone recently told me that all people with dyslexia need to read from yellow backgrounds or screens. While coloured overlays can be helpful for some individuals, they are far from universal. The assumption itself wasn’t unkind; it simply reflected how easy it is for well-meaning advice to turn into generalisations. Like assuming all autistic adults want a structured, rigid routine.
This is why curiosity and conversation matter more than trying to apply a single solution. In many cases, small adjustments can make a significant difference. I’ve written four examples below, just as a starting point.
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Clearer communication
Providing written summaries after meetings, setting clear priorities and avoiding vague instructions can make expectations easier to follow for everyone.
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Structured meetings and agendas
Sharing agendas in advance allows employees time to process information and prepare their contributions.
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Flexible ways to contribute
Some employees communicate more effectively in writing than in fast-paced group discussions. Allowing different ways of contributing helps more voices be heard.
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Open conversations about working styles
Probably the most important of the four simple questions, such as “What helps you work at your best?” can lead to useful adjustments that might otherwise never even have been discussed.
Changes can have a positive impact on entire teams – not just neurodivergent team members.
Staff retention and professional development
In many sectors, particularly those with high staff turnover, organisations spend significant time and money recruiting and training new employees.
Across many industries such as hospitality, care and retail, keeping good people has become a major challenge. In many ways, this is also a necessary shift. Employees are increasingly willing to leave workplaces that do not support them or allow them to thrive. And if they aren’t getting the support they need, can we really blame them?
When leaders take the time to understand differences, they often discover that what initially appears to be a challenge is actually a source of strength.
Neurodiverse employees frequently bring creativity, focus, attention to detail, pattern recognition and problem-solving approaches that can be invaluable within teams. But unlocking those strengths requires workplaces that are willing to adapt and learn. Leadership training, workplace learning and continuous professional development can help managers understand different working styles, build confidence in conversations about support, and develop more inclusive approaches to managing teams.
Supporting neurodiverse teams is not about complex policies or perfect solutions. It begins with curiosity, empathy and a willingness to make small changes that help people work at their best.
I am still learning. It started when I had neurodiverse team members in my own business 20 odd years ago. I learned more when I later moved into the education sector, supporting adult learners. I learnt from neurodiverse teammates how much they struggled and watched them move from job to job struggling to get the support they needed, feeling exhausted and excluded.
Today, as I design training with accessibility and inclusion in mind, I continue to learn every day. Creating inclusive workplaces is not a fixed achievement. It is an ongoing, evolving process of understanding, adapting and improving.
Across the UK, there are also many outstanding charities and organisations working to support young people with autism, learning difficulties and other neurodivergent conditions into employment. These organisations play a vital role. They help individuals build confidence, prepare for work and support employers to create more inclusive environments but their reach is limited.
Ultimately, every organisation has a responsibility to understand the needs of its workforce and develop leaders who can support different ways of thinking and working.
CPD in leadership is absolutely vital. Really good leaders keep learning and constantly push themselves to improve. Supporting neurodiverse colleagues should now be a standard part of that journey. The impact of doing better is significant for the business, the team and the individual.
About the author
Emma Gillam has spent the last 10+ years working in adult education, first as a tutor supporting adults with a wide range of learning needs before moving into learning design. Her work now focuses on creating inclusive, accessible training and she is passionate about supporting leaders to build better teams.
