Neurodiversity in Academia and Professional Workspaces: Advice from an Autistic Academic

While ultimately an incredibly rewarding opportunity, obtaining a graduate level degree as a person with an invisible disability can be an exhausting experience. On top of the typical stresses of applying to and attending graduate school– such as moving to a new place, having to once again subject oneself to hours of studying and homework, or forgoing a social life in lieu of research– there are a variety of other factors one must prepare for when they have a disability.

This level of preparation can be particularly draining due to the fact that an invisible disability is just that: invisible. There is a complicated history surrounding neurodiversity in the workplace, and this history, as well as adherence to the traditional practices of those before us, can make it difficult for people to be open about their disability and associated needs to their employers. However, if an employer is not prompted to respond to a need, then a need goes unaddressed.

A large part of succeeding in academia is learning how to ask the right questions, and prompt a targeted response. As an autistic person myself, I have spent most of my life fine-tuning an ability to ask questions. So here is a question for you: Why are we perpetuating traditional practice in a non-traditional world?

Considering how alternative approaches to traditional academic/professional workplaces and experiences could benefit BOTH neurodivergent and neurotypical researchers is a must moving forward. Comfort and accommodation don’t just impact those with disabilities; they can improve the workspace for everyone!

Below I’ve included a list of 2 categories detailing regular practices found in academic and professional settings that can inhibit the success of neurodivergent individuals, specifically those with Autism Spectrum Disorder. I have paired these with some alternative practices that can be applied in order to foster a more inclusive and productive space. Most of these accommodations are of no monetary cost to the workplace, and compared to the intricate and exhaustive tasks embedded within academia or professional settings, implementing these adjustments is comparatively easy.

Clarity & Consistency

Expectations

There are innumerable unspoken social rules and expectations in professional settings. These may seem obvious to you, however to many autistic people they are not. And while some expectations can be personally researched, it would save time and energy if things were just straightforwardly outlined. (i.e. what clothes should be worn, how specific people should be addressed, should you stand when presenting, etc.)

Objectives

Along with clear expectations of social nuance, it goes a long way to have clearly stated objectives for each day or week as well. This keeps people not only focused on specific tasks, but also aware of where the weight of priority is. These expectations should be conveyed in multiple formats- verbal, written, visual. Multiple formats of information allows for increased opportunity for retention and reference.

Communication

When conveying important information to other people, it is important that you are the one being heard. This means not trying to convey information in a loud room or over loud instrumentation. Remember that inconsequential noises to you may not be so diminutive to others. You could even try one-on-one meetings with people to ensure a focused space on information. This privacy also allows people the opportunity to be more candid in their confusion.

It is important to be consistent in expectations, objectives, and communication endeavors. Changing up the pace or established methodology without warning is counterintuitive.

Flexible Scheduling

Modified work hours

Unless you are working in a time sensitive environment, such as a hospital, it is worth exploring different schedules for different employee needs. Some people may not work well in the morning and have low productivity during those hours, but then be incredibly productive in the evenings. If your concern is communication between staff, a late start allows overlap between those people who can’t function in the morning and those following a traditional time schedule. And also- technology is really great at getting a message across in seconds!

I also encourage you to eliminate the idea that a main component of achievement in academia and/or the workplace lies in the loss of a work-life balance. Working 60 or 70 hour weeks cannot be the standard of success, nor the poster child for dedication, in a world where we welcome people with disabilities into the workplace. It is not physically possible for us to achieve that same amount of time working without bringing harm to our bodies. The research will still be there tomorrow.

What does a ‘break’ mean?

If you label and allot a specific time to a break, such as between meetings or in a conference, then that should be a time when work is not only not expected to be done, but discouraged from being done. This means no “social networking” or “looking over the next task.” A break is a break! It will not drastically harm the workday to allow for a few breaks where the focus is rest and rehabilitation instead of checking a box.

Remote work options

Many autistic folks are also living with comorbid disabilities, and working full length workdays in one chunk of time can become painful. Exploring which aspects of their work can be done from home, such as grant writing, data analysis, experimental design or paper drafting, would allow those with disabilities to take care of their bodies and remain productive alongside their peers. It is also worth noting which aspects of your job can be made more accessible, such as zoom/recording lectures or meetings. If, like many faculty post COVID, you use an iPad to lecture, there is no excuse to not record or zoom your lecture for accessible attendance.

* Please understand this is not an exhaustive list; there are many ways to improve and change an environment to target the specific needs of both neurotypical and neurodivergent people. I hope these accommodation ideas can spark conversation amongst you and your coworkers in how you can implement practices that better include those with invisible (or visible!) disabilities. It is important, when possible, to speak with your coworkers, employees, students, and staff to gain a more accurate understanding of their specific needs and how you can work together to make a productive and welcoming space!🙂