Frequently asked questions

Welcome to our FAQ page on neurodiversity in the workplace! As ethical employers, you recognise the importance of promoting diversity, equity, and inclusion (DEI) to optimise productivity and harness the full potential of your workforce. In this guide, we’ll explore the neurodiversity paradigm, different neurotypes, and practical strategies for creating a neuroinclusive work environment.
Demystifying the Term: Can you explain what "neurodiversity" means in simple terms, and how does it relate to conditions like ADHD?

Neurodiversity refers to the idea that neurological differences (such as those related to brain structure and function) are natural variations within the human population. These differences can include conditions like ADHD, autism, dyslexia, and many others.
Rather than viewing these differences as disorders or deficits, the neurodiversity perspective emphasizes that they contribute to the richness of human experience and offer unique strengths.
Neurodiversity recognizes that there is no single “normal” brain; instead, there is a wide range of cognitive styles and abilities

What are neurodiversity issues or conditions?

Neurodiversity issues involve challenges faced by individuals with neurodivergent conditions. These challenges can include social stigma, lack of understanding, and barriers in education, employment, and daily life.
Advocates for neurodiversity work to promote acceptance, accommodation, and inclusion for all individuals, regardless of their neurological differences.
Neurodivergent is a nonmedical term that describes people whose brains develop or work differently for some reason. It encompasses a wide range of conditions and differences, affecting how individuals think, perceive, and interact with the world. Here are some key points about neurodiversity:

Definition: Neurodivergent individuals have brain differences that lead to unique strengths and challenges compared to those whose brains develop more typically. These differences can include medical disorders, learning disabilities, and other conditions.

Examples of Neurodiverse Conditions:
Autism Spectrum Disorder (ASD): A developmental disorder characterized by difficulties in social communication, repetitive behaviours, and restricted interests.
Attention-Deficit/Hyperactivity Disorder (ADHD): A condition marked by inattention, hyperactivity, and impulsivity.
Dyslexia: A specific learning disability affecting reading and writing.
Dyspraxia: Impaired motor coordination and planning.
Dyscalculia: Difficulty with mathematical concepts and calculations.
Obsessive-Compulsive Disorder (OCD): Persistent unwanted thoughts (obsessions) and repetitive behaviours (compulsions).
Schizophrenia: A complex mental disorder involving altered perception, thoughts, and emotions.
Bipolar Disorder: Mood swings between depression and mania.
Intellectual Disabilities: Challenges in intellectual and adaptive behaviour.
Tourette Syndrome: Involuntary movements (tics) and vocalizations.

Neurotypical vs. Neurodivergent:
Neurotypical: Refers to individuals whose strengths and challenges are not significantly affected by brain differences.
Neurodivergent: Describes those with brain differences that impact their functioning in various ways.
Origins of the Term:
The term “neurodivergent” emerged from the concept of “neurodiversity,” introduced by Australian sociologist Judy Singer in 1998.
Neurodiversity recognizes that each person’s brain develops uniquely, similar to how fingerprints differ.
Unlike other areas of medicine, where defining “normal” is critical, neurodiversity celebrates the diversity of human cognition and functioning.
Remember that neurodiversity emphasizes acceptance, understanding, and accommodation rather than pathologizing differences. It encourages a more inclusive and compassionate perspective toward individuals with diverse cognitive experiences4. If you have any specific questions or need further information, feel free to ask!

Can Neurodiversity be cured?

Neurodiversity is not something that needs to be or can be “cured.” Instead, the focus should be on understanding, acceptance, and providing appropriate support.
While some symptoms associated with neurodivergent conditions can be managed through therapies such as Cognitive Behavioural Therapy (CBT) but the Neurodivergent Community reports CPTSD effects from children forced through Applied Behavioural Analysis (ABA) practices. (Used to try to force children to act more “normal” and make them more compliant to Neurotypical societal expectations.)

The goal is not to eliminate neurodiversity but to enhance quality of life. Some conditions can be supported via medication e.g. ADHD, but individuals report a wide variety of success and reactions to side effects.

Is Autism and Neurodiversity the same thing?

Autism is a specific neurodivergent condition characterized by differences in social communication, behaviour, and sensory processing.
Neurodiversity encompasses a broader range of conditions beyond autism, emphasizing the positive aspects of diversity in neurological functioning.

Is ADHD a Misdiagnosis? There's a lot of talk about over-diagnosis of ADHD. Can you clarify the signs and symptoms of ADHD in young adults?

Common signs of ADHD in young adults include inattention, hyperactivity, and impulsivity. Inattention may manifest as difficulty focusing, forgetfulness, and disorganization. Hyperactivity can lead to restlessness and an inability to sit still.
Impulsivity may result in hasty decisions or interrupting others.

In adults, the symptoms of ADHD are more difficult to define. This is largely due to a lack of research into adults with ADHD.
As ADHD is a developmental disorder, it’s believed it cannot develop in adults without it first appearing during childhood. But symptoms of ADHD in children and teenagers often continue into adulthood.
The way in which inattentiveness, hyperactivity and impulsiveness affect adults can be very different from the way they affect children.
For example, hyperactivity tends to decrease in adults, while inattentiveness tends to remain as the pressures of adult life increase.
Adult symptoms of ADHD also tend to be far more subtle than childhood symptoms.

Some specialists have suggested the following as a list of symptoms associated with ADHD in adults:

  • Carelessness and lack of attention to detail
  • Continually starting new tasks before finishing old ones
  • Poor organisational skills
  • Inability to focus or prioritise
  • Continually losing or misplacing things
  • Forgetfulness
  • Restlessness and edginess
  • Difficulty keeping quiet, and speaking out of turn
  • Blurting out responses and often interrupting others
  • Mood swings, irritability and a quick temper
  • Inability to deal with stress
  • Extreme impatience
  • Taking risks in activities, often with little or no regard for personal safety or the safety of others – for example, driving dangerously
What resources would you recommend for young professionals who want to learn more about neurodiversity and ADHD in the USA?

If you’re a young professional in the USA interested in learning more about neurodiversity and ADHD, here are some valuable resources to explore:


Neurodiversity Hub: This hub promotes a community of practice for universities, colleges, and employers to support neurodivergent students in becoming work-ready. It also connects them with organizations that value their talents. The Resources section includes a vast array of resources curated for use by neurodivergent students, parents, carers, employers, and universities.


Therapist Neurodiversity Collective: While not specific to the USA, this resource offers free educational materials for families, therapists, and educators. You can find over 40 printable neurodiversity infographics, links to videos, podcasts, and recommended books related to autism and neurodiversity.


Neurodiversity Resources for Employers: This fabulous handbook explores the experiences of people with specific facets of neurodiversity, including ASD, ADHD, dyslexia, dyscalculia, dyspraxia, and Tourette Syndrome. It provides valuable insights for employers seeking to create inclusive workplaces.


Remember that neurodiversity encompasses a wide range of conditions, and these resources can help you gain a deeper understanding and support neurodivergent individuals in various contexts.

What are the signs and symptoms present in teenagers for ADHD?

Although not always the case, some children may also have signs of other problems or conditions alongside ADHD, such as:

  • Anxiety disorder – which causes your child to worry and be nervous much of the time; it may also cause physical symptoms, such as a rapid heartbeat, sweating and dizziness
  • Oppositional defiant disorder (ODD) – this is defined by negative and disruptive behaviour, particularly towards authority figures, such as parents and teachers
  • Conduct disorder – this often involves a tendency towards highly antisocial behaviour, such as stealing, fighting, vandalism and harming people or animals
  • Sleep problems – finding it difficult to get to sleep at night, and having irregular sleeping patterns
  • Autistic Spectrum Disorder (ASD) – this affects social interaction, communication, interests and behaviour
  • Dyspraxia – a condition that affects physical co-ordination
  • Epilepsy – a condition that affects the brain and causes repeated fits or seizures
  • Tourette’s syndrome – a condition of the nervous system, characterised by a combination of involuntary noises and movements (tics)
  • Learning difficulties – such as dyslexia
How Neurodiversity helps conceptualise normality?

Neurodiversity challenges the concept of a single “normal” way of thinking or behaving.
It encourages us to recognize that diverse cognitive styles contribute to our understanding of what is considered normal.

Is Neurodiversity a superpower?

Some people view neurodiversity as a superpower because it brings unique perspectives, creativity, and problem-solving abilities. However, it’s essential to recognize that not all aspects of neurodivergence are superpowers; some can be challenging. Many Neurodivergent individuals feel there’s a burden of expectation of a perceived superpower, so the term is not widely accepted by the Neurodivergent community. If you are looking for people who can think differently and perform differently to your existing Neurotypical workforce, then Neurodivergent employees are a great way to enhance your diversity of thought, innovation, invention and efficiency savings.

Disclosing or Not Disclosing? When (or if) should someone with ADHD or Autism disclose their condition to their employer?

Disclosure is a personal decision. It depends on the individual’s comfort level and the workplace environment. It’s worth doing some homework on the organisation to find out how supportive they already are. You do not have to disclose. You can choose to disclose at any stage of applying for a job (application, interview, first week) it might serve you to mention your strengths during your interview and then suggest a couple of support measures you might need to help you thrive. You can also ask some probing questions (see free resources page) to find out how nurturing the business is.

Strengths & Superpowers: Neurodivergent individuals often have unique strengths and talents. Can you elaborate on some of the advantages of having this?

People with ADHD often exhibit creativity, out-of-the-box thinking, and high energy levels. They may thrive in dynamic environments and excel at multitasking. They can be very sociable, enthusiastic and effective at teamworking. Many people with ADHD are great problem solvers, with ideas for days and make great facilitators, project managers, and event planners (amongst other jobs).

Autistic people may have strengths in pattern recognition, roles that require attention to detail, long periods of focus and concentration, retention of vast amounts of knowledge, or innovative art, music or creative writing. Sometimes individuals with very direct communication and black and white thinking thrive in the services where there is less ambiguity.

Many organisations are looking for specialists instead of generalists, and diversity of thought instead of employing a room full of clones. This usually equates to increased profits.

Unlocking Potential: For young professionals with ADHD, what are some practical strategies they can use to thrive in the workplace?

Time management techniques, breaking tasks into smaller steps, and using reminders can help. Finding a work environment that aligns with their strengths is crucial. Asking for a buddy or mentor, telling your box how you like to receive feedback, communication, instructions and deadlines. Asking for reasonable adjustments so the individual can be their most productive and maintain their energy levels throughout the day.

Supportive Employers: What advice would you give employers on creating a more inclusive and neurodiverse-friendly work environment?

Employers should provide reasonable accommodations, accommodations and adaptations via a Neurodiversity Policy. Promote understanding, encourage clear and honest team communication and foster a culture of acceptance.
Training for managers and colleagues is essential.

Family Matters: How can family members best support young adults with ADHD as they navigate the working world?

Families can offer emotional support, encourage self-advocacy, and help with organization and time management. They can help the individual find routines or tools that can help manage any of the challenges they struggle with, and provide a sounding board for any communication issues that need to be talked through.

Tech Hacks: Are there any specific tools or technologies that can be helpful for managing ADHD and Autistic characteristics or symptoms at work?

Apps for task management, reminders, and focus can be helpful. Dragon software is the most sophisticated speech to text software, but there are other much cheaper options like Otter,, and Word dictation. A standing desk may be beneficial to help manage energy levels. Headphones may help if the individual has sensitivities to sensory stimulation, as would a quiet room, or desk in the corner of a large open-plan office. Grammarly or similar tool can help.

Beyond the Stereotypes: Media often portrays Neurodiversity in a specific way. What are some of the common misconceptions about Autism and or ADHD in the workplace?

Misconceptions abound in stereotyping. Thinking that Autism means all Autistic individuals cannot make eye contact, socialise or handle change. Sometimes the perception is that Autistic employees are too rigid in their black and white thinking, too direct and ask too many questions. Perhaps this does happen when communication has been woolly and difficult to understand in the first place.
In reality, many Autistic individuals excel in jobs that enable them to concentrate on their strengths. If someone is great at remembering facts and has a passion for history – a good career fit could be historian, teacher of history, researcher, archaeologist, genealogist, etc.

ADHD is often portrayed as individuals with hyperactivity only, that it only affects children, or that it indicates a lack of intelligence. Sometimes the perception is that someone with ADHD will be manic, and uncontrollable, unreliable and a maverick.
In reality, adults with ADHD can excel in various fields when provided with appropriate support. The one size fits all approach with employees never worked and never will.

Those Autistic individuals with ADHD will sometimes experience feedback that they are not consistent, or they seem to be all over the place. It can feel like you’re being controlled by two different brains! The trick is to have ongoing conversations about what reasonable adjustments will help the individual to thrive. It rarely costs the organisation any money to accommodate people who need to work slightly differently.

The Future of Work: As workplaces become more flexible and remote, do you see any benefits for young neurodivergent adults in the future of work?

Flexibility in remote work can accommodate different work styles and reduce distractions. Many neurodivergent adults have different energy needs compared to neurotypical people and being able to control your own environment can help you to be more productive. Travel can be a trigger for anxiety, so reducing that with remote working can also be useful. Because many neurodivergent individuals are able to hyper-focus on things they are interested in, there’s the potential for future organisations to pay workers for their output instead of for hours worked (bums on seats).

How can young adults with ADHD or Autism advocate for themselves in the workplace to get the support they need?

Communicate needs, seek reasonable adjustments, accommodations and adaptations, and educate colleagues about ADHD and Autism. Help the organisation create a community for Neurodivergent staff and a Neurodiversity policy. Build up the courage to self-advocate and teach others how to do it too. (Ask for what you need.) Teach others how you would like to receive instructions and feedback. Suggest trialling any reasonable adjustments so both you and the business can assess if it’s a good fit.

Are there any common challenges faced by young adults with other Neurodiversities (e.g., dyslexia, autism) in the workplace?

Both dyslexia and autism can present unique challenges for young adults in the workplace. Let’s explore these challenges:

Transitioning from University to the Workplace: While academic settings often provide accommodations for people with dyslexia, professional environments may fall short in this regard. The change in accommodations and support can be stressful for new employees with dyslexia.

Reading and Writing Tasks: Common workplace tasks such as reading lengthy emails, writing detailed reports, or following multi-step instructions can be more time-consuming for individuals with dyslexia. This is due to differences in how they process information.

Lack of Support: Employees with dyslexia may face mental exhaustion, fatigue, burnout, stress, and discrimination when they don’t receive adequate support. Lack of workplace support can impact their overall well-being and self-esteem.


Atypical Communication Style: Some individuals with autism may have difficulty with social communication, which can affect interactions with colleagues, supervisors, and clients.

Time Management Challenges: Organizing tasks and managing time effectively can be challenging for people with autism.

Sensory Sensitivities: Sensory issues related to noise, lighting, or other environmental factors can impact focus and comfort in the workplace.

Anxiety: Anxiety may arise due to changes in routine, social expectations, or sensory overload.

Desire for Consistent Schedule: Many individuals with autism thrive in a structured and predictable environment, so a consistent work schedule is beneficial.

Inclusive workplace practices, understanding, and accommodations can make a significant difference for both dyslexic and autistic employees. Employers should recognise these challenges and create supportive environments to help neurodiverse individuals thrive in their careers

What resources would you recommend for young professionals who want to learn more about neurodiversity and ADHD in the UK?
  1. Websites: See my support page
  2. Books: see my book recommendations under Support

Here are some valuable resources in the UK for young professionals interested in learning more about neurodiversity and ADHD:


  1. Neurodiversity Hub: This initiative aims to create supportive environments for neurodivergent individuals, including those with autism, ADHD, dyslexia, and other neurological variations. The Resources section on their website provides a wealth of curated resources for neurodivergent students, parents, employers, and universities.
  2. Support for young people with ADHD (NHS Dorset): This resource offers advice, practical support, and useful websites for young people with ADHD. It also includes information relevant to adults with ADHD.
  3. Children and Adults with ADHD (CHADD): An American charity that provides information, advocacy, and support for individuals with ADHD. Although not UK-specific, their resources can still be helpful for understanding ADHD.
  4. MindMate Neurodiversity Information Hub: This hub provides key resources, advice, and support for parents and families, including an explanation of the assessment process for ADHD and autism.
  5. ADHD Foundation: A neurodiversity charity that offers an integrated health and education service. Their Neurodiversity Umbrella Project is worth exploring for additional insights and participation opportunities.


Remember that neurodiversity encompasses a wide range of conditions, and these resources can provide valuable information and support for young professionals seeking to learn more about neurodiversity and ADHD.

What are the signs and symptoms of Autism in adults?

Autism Spectrum Disorder (ASD) can manifest differently in adults compared to children. Here are some common signs and symptoms of autism in adults:

Social Interactions and Communication:

Difficulty Making Conversation: Autistic adults may find it challenging to engage in casual conversations.

Social Anxiety: They might experience anxiety in social situations.

Maintaining Close Friendships: Forming and maintaining close friendships can be difficult.

Eye Contact Discomfort: Autistic individuals may feel uncomfortable during eye contact.

Understanding Sarcasm or Idioms: Difficulty comprehending sarcasm or idiomatic expressions.

Lack of Inflection When Speaking: Their speech may lack variation in tone.

Trouble Reading Facial Expressions and Body Language: Difficulty interpreting nonverbal cues.

Emotional Regulation Challenges: Struggles with managing emotions.

Restrictive or Repetitive Behaviours:

Inflexible Thought Patterns: Autistic adults may exhibit rigid thinking and repetitive actions.

Reliance on Daily Routines: They often rely on specific routines and struggle with change.

Arranging Items in a Specific Order: A need for order and consistency.

Involuntary Noises: Repetitive throat-clearing or other vocal tics.

Interests and Activities:

Intense Interest in Specific Topics: Autistic individuals may focus intensely on one area.

Limited Interest in Activities: They might have a preference for solitary activities.

Superior Abilities in Certain Fields: Some excel in mathematics, art, science, or music.

Strong Auditory or Visual Learning: Autistic adults may learn well through these modalities.

Detailed Memory: They can remember information for extended periods.

Remember that autism is a spectrum, and not all individuals will exhibit all these signs. If you suspect you or someone you know may be autistic, seeking professional evaluation can provide clarity and access to appropriate support

Is there a Neurodiversity epidemic?

The concept of neurodiversity challenges the notion of an epidemic or tsunami. Rather than viewing it as a sudden surge, neurodiversity recognizes the inherent diversity in human brains and mental functions. Let’s explore this further:

Neurodiversity Defined:

Neurodivergence encompasses a range of conditions, including autism, dyspraxia, dyslexia, dyscalculia, and ADHD. These conditions represent variations in how our brains function.

The term “neurodiversity” was coined by sociologist Judy Singer in the 1990s to emphasize that these differences are not disorders but part of the natural human variation.

No Epidemic, Just Recognition:

Research suggests that the number of neurodiverse adults is similar to that of children. This dispels the idea of an epidemic.  Instead of framing it as an outbreak, neurodiversity encourages practical structures in areas like employment, healthcare, and education to maximize success for everyone.

The goal is to recognize existing diversity and create inclusive environments for all.

Challenges During the Pandemic:

The COVID-19 pandemic has affected the neurodiverse community in various ways.

Anxiety, physical distancing, and disruptions to daily routines have intertwined, causing new challenges.

Anxiety is common among neurodiverse individuals, with rates varying based on conditions. News about the pandemic, job losses, and changes in routines contribute to this anxiety.

For many on the autism spectrum, maintaining structure is crucial. Disruptions to routines can lead to heightened anxiety.

In summary, neurodiversity is not an epidemic but a celebration of the diverse ways our brains function. By fostering understanding and providing support, we can create a more inclusive world for everyone.

What are the signs and symptoms of Autism in children?

Autism Spectrum Disorder (ASD) is a developmental disability characterized by differences in the brain. People with ASD often exhibit specific signs and symptoms. Here are some key indicators:

Social Communication and Interaction Skills:
Avoids or does not maintain eye contact.
Fails to respond to their name by 9 months of age.
Lacks facial expressions (such as happy, sad, angry, or surprised) by 9 months of age.
Doesn’t engage in simple interactive games (like pat-a-cake) by 12 months of age.
Uses few or no gestures (e.g., waving goodbye) by 12 months of age.
Doesn’t share interests with others by 15 months of age (e.g., showing an object they like).
Fails to point to show something interesting by 18 months of age.
Doesn’t notice when others are hurt or upset by 24 months (2 years) of age.
Doesn’t spontaneously join other children in play by 36 months (3 years) of age.
Doesn’t engage in pretend play (e.g., pretending to be a teacher or superhero) by 48 months (4 years) of age.
Doesn’t sing, dance, or perform for others by 60 months (5 years) of age.

Restricted or Repetitive Behaviours and Interests:
Lines up toys or objects and becomes upset if the order changes.
Repeats words or phrases (a behaviour called echolalia).
Plays with toys in the same way every time.
Focuses intensely on specific parts of objects (e.g., wheels).
Gets upset by minor changes in routine.
Has obsessive interests.
Follows specific routines.
Engages in repetitive movements like hand-flapping, body rocking, or spinning.
Reacts unusually to sensory stimuli (sounds, smells, tastes, looks, or textures)

Other Characteristics Associated with ASD:
Delayed language skills.
Delayed movement skills.
Delayed cognitive or learning skills.
May exhibit hyperactive, impulsive, and/or inattentive behaviour.
May have an epilepsy or seizure disorder.
May display unusual eating and sleeping habits.
Could experience gastrointestinal issues (such as constipation).
May exhibit unusual mood or emotional reactions.
May experience anxiety, stress, or excessive worry.
May show either a lack of fear or more fear than expected.

Remember that early identification and intervention are crucial for children with ASD. If you have any concerns about your child’s development, consider contacting your child’s doctor for further evaluation

Why is Neurodiversity good for business?

Neurodiversity can be highly beneficial for businesses in several ways. Let’s explore why:


Innovation and Creativity:

Neurodivergent individuals often think differently and bring unique perspectives to problem-solving.  Their unconventional approaches can lead to innovative solutions and creative breakthroughs.  By fostering an inclusive environment, businesses can tap into this diverse pool of ideas and enhance their competitive edge.


Skills and Abilities:

Neurodiversity encompasses a wide range of conditions, each with its own strengths.

For example:  Autistic individuals may excel in pattern recognition, attention to detail, and specialized interests.  People with ADHD might thrive in dynamic, fast-paced environments due to their high energy levels and ability to multitask.  Dyslexic individuals often develop strong verbal communication skills and creative thinking.  Leveraging these diverse abilities can enhance team performance and productivity.


Loyalty and Retention:

When companies actively support neurodivergent employees, it fosters loyalty and commitment. Employees appreciate workplaces that accommodate their needs and value their contributions. High retention rates reduce recruitment costs and maintain institutional knowledge.


Problem-Solving Skills:

Neurodivergent individuals often excel in specific areas, such as data analysis, programming, or engineering.  Their analytical thinking and attention to detail can lead to effective problem-solving. Businesses benefit from having diverse skill sets within their teams.


Workforce Diversity and Inclusion:

Embracing neurodiversity contributes to overall diversity and inclusion efforts.

It demonstrates a commitment to equal opportunities and reduces stigma around mental health conditions. Inclusive workplaces attract top talent and enhance the company’s reputation.


Corporate Social Responsibility (CSR):

Supporting neurodiversity aligns with CSR initiatives.  Companies that prioritize social impact and inclusivity are viewed more favourably by customers, investors, and the public.


Legal and Ethical Considerations:

Many countries have anti-discrimination laws that protect neurodivergent individuals.

Businesses that comply with these regulations avoid legal issues and demonstrate ethical leadership. 


In summary, embracing neurodiversity isn’t just good for business—it’s essential for fostering a dynamic, innovative, and compassionate work environment. By recognizing and accommodating diverse cognitive styles, companies can unlock hidden potential and create a more successful and harmonious workplace.

What are the main signs of ADHD in children?
  • The main signs of inattentiveness (difficulty concentrating and focusing) are:
  • Having a short attention span and being easily distracted
  • Making careless mistakes – for example, in schoolwork
  • Appearing forgetful or losing things
  • Being unable to stick to tasks that are tedious or time-consuming
  • Appearing to be unable to listen to or carry out instructions
  • Constantly changing activity or task
  • Having difficulty organising tasks
  • Hyperactivity and impulsiveness

The main signs of hyperactivity and impulsiveness are:

  • Being unable to sit still, especially in calm or quiet
  • surroundings
  • Constantly fidgeting
  • Being unable to concentrate on tasks
  • Excessive physical movement
  • Excessive talking
  • Being unable to wait their turn
  • Acting without thinking
  • Interrupting conversations
  • Little or no sense of danger
Where did neurodiversity come from?

The term neurodiversity was coined by Australian sociologist Judy Singer in the 1990s. Singer introduced this concept as an alternative to language that traditionally described neurodevelopmental conditions, such as autism, in a way that primarily focused on deficits and pathology. Instead, neurodiversity emphasizes the natural diversity of human cognition and recognizes that differences in brain function are normal. It encourages understanding and acceptance of various ways of thinking and experiencing the world.

How does Autism affect daily life?

Autism, a complex neurodevelopmental disorder, can have a profound impact on the daily lives of individuals who live with it. From challenges in social interactions and communication to sensory sensitivities and repetitive behaviours, autism presents a unique set of hurdles that can affect various aspects of one’s routine1. Let’s explore some ways in which autism affects daily life:


Language and Communication:

Verbal Communication: Some individuals with autism may be non-verbal or have limited speech. They might use fewer than 1,000 words or not speak at all.

Understanding Social Cues: Autistic individuals often struggle with understanding verbal and non-verbal cues from others, which can lead to difficulties in communication at school, work, and home.

Sensory Processing Disorder:

Many people with autism experience sensory sensitivities. They may be hypersensitive to noise, touch, or visual stimuli. For example, certain sounds or textures might be overwhelming or distressing.

Sensory overload can affect daily activities, making it challenging to navigate environments with bright lights, loud noises, or crowded spaces.


Executive Functioning Challenges:

Planning and Organization: Difficulties in planning, organizing, and prioritizing tasks can impact daily routines. Simple activities like getting dressed or preparing meals may require extra effort.

Time Management: Autistic individuals might struggle with time management, leading to challenges in meeting deadlines or keeping appointments.


Emotional Regulation:

Managing Emotions: Emotional regulation can be challenging. Some individuals with autism may experience intense emotions or have difficulty expressing their feelings appropriately.

Coping Mechanisms: Autistic individuals may develop specific coping mechanisms to manage stress or anxiety, which can impact their daily interactions.


Social Interaction:

Forming Relationships: Building and maintaining social relationships can be difficult due to challenges in understanding social norms, empathy, and reciprocity.

Isolation: Some individuals with autism may feel isolated or struggle to connect with others, affecting their overall well-being.


Daily Living Skills:

Self-Care: Learning and managing everyday tasks, such as showering, dressing, and brushing teeth, can be challenging for people with autism.

Chores and Responsibilities: Simple chores like making the bed or setting the table may require explicit instructions and support.


Employment and Education:

Workplace Challenges: Autistic adults may face difficulties in finding and maintaining employment due to communication barriers, sensory sensitivities, and social interactions.

Education: Learning styles vary, and some autistic individuals thrive in specialized educational settings that accommodate their unique needs.


Remember that autism is a spectrum disorder, meaning that individuals can experience a wide range of symptoms and abilities. While these challenges exist, many autistic individuals also have strengths, such as attention to detail, creativity, and unique perspectives. Supportive interventions, therapies, and understanding can significantly improve their quality of life.

Are Autism and ADHD related?

Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are both neurodevelopmental conditions, but they are distinct and have different characteristics. Let’s explore their relationship:


Shared Features:

Neurodevelopmental Disorders: Both ASD and ADHD fall under the category of neurodevelopmental disorders, which means they affect brain development and functioning.

Early Onset: Symptoms of both conditions typically appear during childhood or early adolescence.

Impact on Daily Life: Both ASD and ADHD can significantly impact an individual’s daily life, including social interactions, academic performance, and behaviour.



Core Symptoms:

ASD: The core features of ASD include difficulties in social communication and interaction, restricted interests, and repetitive behaviours. Autistic individuals may struggle with understanding social cues, maintaining eye contact, and forming close relationships.

ADHD: ADHD is characterized by symptoms related to attention, impulsivity, and hyperactivity. Individuals with ADHD may have trouble focusing, controlling impulses, and sitting still.


Social Challenges:

While both conditions involve social difficulties, the nature of these challenges differs:

ASD: Autistic individuals often struggle with understanding social nuances, nonverbal cues, and reciprocity in conversations.

ADHD: People with ADHD may be impulsive, interrupt conversations, and have difficulty waiting their turn.


Repetitive Behaviours:

ASD: Repetitive behaviours in ASD can include rituals, intense interests, and sensory sensitivities.

ADHD: Repetition in ADHD is more related to impulsivity (e.g., blurting out the same comment repeatedly).



ADHD: Hyperactivity is a hallmark of ADHD. Individuals may fidget, talk excessively, or have difficulty staying seated.

ASD: While some autistic individuals may be hyperactive, it is not a defining feature of ASD.


Overlap and Co-Occurrence:

Comorbidity: ASD and ADHD can co-occur in some individuals. Studies suggest that around 30% to 50% of children with ASD also meet criteria for ADHD.

Shared Genetic Factors: Some genetic factors are associated with both conditions, contributing to the overlap.

Clinical Challenges: Diagnosing comorbid cases can be challenging due to overlapping symptoms.


Treatment and Support:

Individualized Approach: Treatment plans should be tailored to each person’s specific needs.

Behavioural Interventions: Both conditions benefit from behavioural therapies, social skills training, and support.

Medication: Medications (such as stimulants for ADHD or antipsychotics for ASD-related behaviours) may be prescribed based on individual symptoms.


In summary, while ASD and ADHD share some features and can co-occur, they remain distinct conditions. Understanding their differences helps provide appropriate support and interventions for affected individuals.

Why does Autism happen?

Autism spectrum disorder (ASD) is a complex condition related to brain development that affects how individuals perceive and interact with the world around them. While the exact cause of autism remains multifaceted, several factors contribute to its development:



Heritability: Genetics play a significant role in autism. It is highly heritable, meaning that if someone has a sibling with autism, they are more likely to have it themselves1.

Gene Variants: Researchers have identified rare gene changes (mutations) and common genetic variations associated with autism. Some of these variants are inherited from parents.


Environmental Factors:

Prenatal Exposure: Exposure to certain environmental factors during pregnancy may contribute. For instance, exposure to pesticides before birth or maternal immune system disorders has been studied as potential risk factors.

Interaction of Genetic and Environmental Factors: Scientists are exploring how genetic and environmental factors interact to influence autism development.


Early Signs and Symptoms:

Infancy: Some children show signs of autism spectrum disorder in early infancy, such as reduced eye contact, lack of response to their name, or indifference to caregivers.

Regression: A small number of children appear to develop normally in the first year but then experience a period of regression between 18 and 24 months of age when autism symptoms emerge.

Unique Patterns and Severity:

Each individual with autism has a unique pattern of behaviour and severity, ranging from low to high support needs.  Some autistic children have difficulty learning, while others have normal to high intelligence but struggle with communication and social situations.


In summary, autism arises from a combination of genetic predisposition and environmental influences. Although there is no cure, early and intensive interventions can significantly improve the lives of many children with autism spectrum disorder.

What does Autism feel like?

Autism, being a complex neurodevelopmental condition, doesn’t have a universally consistent experience. However, I can provide insights into how some individuals with autism describe their feelings and experiences:


Sensory Sensitivities:

Imagine being in a room where every sound, light, or texture feels amplified. For someone with autism, sensory input can be overwhelming. A simple touch might feel like sandpaper, and a bright light might be blinding.

Some describe it as having the volume turned up too high on all their senses simultaneously.

Social Challenges:

Social interactions can be like navigating a foreign land. Understanding social cues, body language, and unwritten rules can be confusing.

Imagine feeling like an outsider, observing social interactions from a distance, and struggling to connect with others.

Communication Difficulties:

Expressing thoughts and emotions can be like solving a puzzle. Words might not flow easily, and conversations may feel like a constant effort.

Some individuals with autism describe it as having a “mind-blindness,” where understanding others’ perspectives is challenging.

Repetitive Behaviours and Routines:

Repetition provides comfort. Rituals and routines become essential for stability.

Imagine feeling anxious when routines are disrupted or when things don’t follow the expected pattern.

Intense Interests and Focus:

Autistic individuals often have intense interests in specific topics. These interests can be all-consuming and provide a sense of purpose.

It’s like having a mental magnifying glass on a particular subject.

Emotional Intensity:

Emotions can be intense and overwhelming. Joy, sadness, anger—all feel heightened.

Some describe it as feeling emotions in bold, vivid colours.

Isolation and Loneliness:

Despite wanting connections, social interactions can be draining. Many autistic individuals experience loneliness.

It’s like being on the outside looking in, yearning for deeper connections but struggling to bridge the gap.


Remember that each person’s experience of autism is unique. Some may embrace their differences, while others may find them challenging. It’s essential to recognize and appreciate the diverse ways people with autism perceive the world and navigate their lives.