Why Our Institutions Must Do Better for Neurodivergent People

Neurodivergence isn’t a niche issue anymore—it’s everywhere. Around 15–20% of the population are estimated to be neurodivergent, whether that’s ADHD, autism, dyslexia, dyspraxia, or another profile. Yet in many of our schools, universities, and workplaces, systems are still built for a neurotypical default.

That’s a problem—not just for the individuals left unsupported, but for the institutions themselves.

Missed Potential

When classrooms are too rigid, or workplaces punish “different” thinking, we lose innovation, creativity, and perspective. Think of how many potential artists, engineers, or leaders disengage because their environment doesn’t work for them.

The Emotional Cost

The reality is stark. Exclusion, misunderstanding, and lack of support often lead to higher levels of school refusal, burnout, and mental health struggles among neurodivergent people. When an institution fails to adapt, it signals: “You don’t belong here.” That message can echo for a lifetime.

Moving From Inclusion to Belonging

Training and CPD in this area is vital—not as a “tick box” but as a way of reshaping culture. Supporting neurodivergent people means:

• Flexible teaching methods in schools/universities.

• Strengths-based approaches instead of focusing on deficits.

• Policies that adapt to different sensory, communication, and processing needs.

This isn’t about “helping” a minority. It’s about redesigning environments so everyone thrives.

Reflection question: How often do we adapt the system for the student or colleague, versus expecting them to adapt to the system?