As organisations place greater emphasis on diversity, equity and inclusion, neurodiversity is – rightly – moving higher up the agenda. But while awareness is growing, many businesses are still grappling with what meaningful neuroinclusion looks like in practice, and how to move from good intentions to real impact.
I interviewed Gregory Kearns, Associate Trainer - neurodiversity in the workplace, at The Brain Charity, to explore why neuroinclusive workplaces matter, where organisations often go wrong, and the practical steps that can make a lasting difference.
The Brain Charity is a UK-based organisation dedicated to supporting people with neurological conditions and promoting understanding of how the brain works. Alongside providing direct support services, the charity delivers training and consultancy to help employers create more inclusive environments where neurodivergent individuals can thrive.
Drawing on his experience, Gregory shares valuable insights into the power of inclusive thinking, the importance of flexibility and communication, and how organisations can unlock the full potential of their people by embracing different ways of thinking.
Q: Why is it so important for organisations to be neuroinclusive?
A: When organisations create environments where different ways of thinking are understood and supported, they not only improve individual outcomes but also strengthen team performance and culture overall.
I was speaking to someone recently about how positive they felt in their current job. In their previous workplace they’d been held back by their manager’s preconceptions around ADHD.
They’d been told they’d never progress up through the organisation, but in their new workplace they haven’t been held back. When given the opportunity to, they have thrived! Having been lifted themselves, they were able to lift many other members of the team too. It just shows that none of us are an island. When we include one person, it has a massively positive knock-on effect.
Q: In your experience, what does good neuroinclusion look like in practice?
A: Two key things are flexibility and colleagues feeling comfortable sharing things that they find challenging. This doesn’t just help those members of staff who are neurodivergent themselves, but means everyone is receiving the support they need to work most effectively.
There are so many ways in which people might need support in the workplace. Two people diagnosed with the same condition might face vastly different barriers, which means that we need to be flexible.
It might seem obvious that there can’t be a one-size-fits-all approach to neuroinclusion, but I think sometimes people want a streamlined system that they can implement time and time again. When workplaces can be adaptable to its employees’ differences, it both functions better and is a considerably more pleasant place to work.
Q: What are the most common misconceptions organisations have about neurodiversity?
A: One of the most common misconceptions organisations have about neurodiversity is exactly that instinct to question legitimacy, such as asking how they can ‘tell’ whether someone is using a condition as an excuse. That framing is a red flag because it starts from a place of suspicion, rather than support. It shifts the focus onto policing individuals instead of understanding barriers. In practice, this often discourages people from disclosing in the first place, which ultimately makes workplaces less, not more, productive.
Linked to that, is the misconception that neurodiversity is primarily about performance issues to be managed, rather than differences to be understood. When organisations see neurodivergence only through a deficit lens, they tend to jump straight to ‘fixing’ behaviours rather than adapting environments. In reality, many of the challenges neurodivergent people experience are context-driven and caused by rigid processes, unclear communication, or sensory environments, rather than inherent inability.
Another common misunderstanding is the idea that neurodiversity looks the same for everyone, or that it fits into neat diagnostic boxes. Organisations may expect a single checklist of traits for ADHD, autism, dyslexia, etc., and assume consistency across individuals. But neurodivergence is highly individual. Two people with the same diagnosis may have completely different strengths, challenges, and support needs. Over-reliance on labels rather than conversations can lead to ineffective or even harmful assumptions.
Q: What are some simple adjustments that can have a big impact on neurodivergent people’s day-to-day work?
A: Tweaking a person’s work environment can have significantly positive outcomes. If someone struggles with the lighting and/or sound levels in the office, consider putting things in place to mitigate these issues. That might be by providing noise-cancelling headphones or earplugs to control sound levels, using lamps instead of overhead lights, or if available to you, using a dimmer system in the overhead lights.
Or it could be as simple as the location of someone’s desk (especially in an open plan office). Maybe, changing them to point away from the centre of the room, or vice versa.
Q: What types of training are most effective in building neuroinclusive workplaces?
A: The most effective training for supporting neuroinclusion focuses on actionable, genuine positive cultural change rather than a basic awareness.
We highly recommend a gradual, whole organisation approach, targeting management and leaders, recruitment and onboarding and then all staff. On a practical level, management training that specifically focuses on neurodiversity is important to prepare a workplace to becoming more neuroinclusive. It’s also important to ensure sure that all colleagues develop a general awareness, understanding and appreciation of their fellow colleagues. This gives the whole organisation a shared language and goal.
Through suitable training, employees can become comfortable talking about neurodiversity. Establishing a fundamental knowledge will help put neurodivergent staff at ease, while also allowing management and colleagues to approach projects/tasks without fear of ‘getting it wrong’. Training can also prepare team leaders/managers to respond sensitively to a colleague disclosing as neurodivergent or lead on a group project that is considerate of all the teams’ needs and plays to their strengths. The aim should be normalising conversations about neurodiversity, with the emphasis on the value of diversity and what the individual is contributing, as well as the importance of inclusion and equality for all.
Q: How do you ensure that training leads to real behaviour change, not just awareness?
A: To ensure training leads to real behaviour change rather than just awareness, organisations need to think beyond the initial learning and focus on what happens afterwards.
Creating space within someone’s schedule to lead your organisation’s neuroinclusion work can be key in maintaining attention on the topic. This could look like a dedicated diversity, equality and inclusion lead or a HR partner with neurodiversity as part of their remit. Employee resource groups or neurodiversity networks can also be powerful in driving sustained change. They provide lived experience insights, highlight emerging barriers, and help ensure that solutions are grounded in reality rather than assumption. Importantly, they also create feedback loops so organisations can continuously improve. These groups and individuals help translate training into practical action - supporting line managers, sense-checking decisions, and keeping the conversation alive beyond the workshop.
This is particularly important because many of the behaviours that can be exclusionary are things we often do without thinking, such as defaulting to verbal instructions, relying on unspoken expectations, or valuing one communication style over others. It takes active, ongoing practice to unlearn these habits.
Q: Where do you think most organisations still have the biggest gaps?
A: The biggest gap in neurodiversity awareness is the ‘awareness-to-action gap’. Many organisations have made great progress in knowing what neurodiversity is, but there’s still a noticeable gap when it comes to translating this awareness into tangible changes within everyday practices and communication styles that support it.
Awareness creates an empathy and sensitivity, but it’s only when we redesign our systems and routines with intentionality that we truly support neurodiverse individuals. Systematic design is key, such as adapting workflows, communication styles and environments. This way we can transform awareness into practical support.
Inclusion, after all, isn’t just about knowing, it’s about actively evolving our processes so everyone can thrive. If we want to move beyond empathy, we should focus on making changes that ensure our practices genuinely accommodate neurodiversity. Interestingly, those workplaces that achieve the most significant and positive changes tend to be those where passionate and engaged leadership drive the culture. Training and guidance for leaders is important to enable them to fulfil their roles in creating a truly inclusive workplace.
Senior leadership championing neurodiversity can take many forms; this could include speaking or blogging about their experiences within the organisation or sponsoring and actively participating in their organisation’s own neurodiversity at work programme. These initiatives signal to everyone that neurodiversity is taken seriously and is a priority.
Q: What risks do employers face when they fail to prioritise neuroinclusion?
A: When employers overlook neuroinclusion, they open themselves up to significant risks, including potential legal liabilities under equality legislation. Neurodivergent conditions such as ADHD, autism, and dyslexia fall under disability protections, meaning employers have a duty to make reasonable adjustments. Failing to do so can lead to grievances, tribunal claims, reputational damage, and a loss of trust both internally and externally.
More importantly, beyond the legal risk, there’s also a significant cultural and retention impact. When neurodivergent employees don’t feel understood or supported, they’re far more likely to disengage or leave. This contributes to higher turnover, loss of talent, and increased recruitment and training costs. It can also have a ripple effect on wider team morale, as people notice when colleagues are struggling or being overlooked.
Crucially, you just lose so much potential from neurodivergent employees when they go unsupported. Instead of being able to focus on their strengths, they’re forced to spend their energy navigating environments that don’t work for them. They either end up finding ways to survive the exclusion they’re being subjected to, rather than being given the opportunity to excel and enjoy their jobs, or they walk out of the door.
Over time, that means organisations miss out on innovation, diverse perspectives, and better ways of working.
Q: If you could give one piece of advice to organisations starting out, what would it be?
A: Open and compassionate communication is key. This means recognising that different people have different needs and what feels clear to one person may not be for another.
For organisations, that can be as simple as being more explicit in expectations, offering written follow-ups, and creating space for questions without judgement. It’s also about listening and trusting what people say they need, rather than relying on assumptions.
Ultimately, good communication is the foundation for everything else. You don’t need to have all the answers when starting out, but if you can create an environment where people feel heard, respected, and supported, you’re already making meaningful progress toward neuroinclusion.
Want to take the next step? Explore our in-depth guide, ‘Work that works for everyone: your guide to building a neuroinclusive workplace’, created with insights from The Brain Charity, other leading experts in the field, and informed by a survey of 500 UK employers and 1000 neurodivergent workers.
Download the guide free, and discover practical ways to build a more neuroinclusive environment.
