08/01/2024

A Roadmap for Supporting Neurodivergent Clients

By Maisie Lynch

Every career coaching client has a unique story and benefits from a customized approach. When clients have diagnoses such as ADHD, Autism, OCD, or Tourette’s Syndrome, strategies that might typically work with neurotypical clients may not be as effective (McCain, 2022). Additionally, neurodivergent clients can demand more flexibility, time, patience, and empathy from providers.

It is estimated that 15-20% of the world’s population can be classified as neurodivergent (Doyle, 2020). This population is more likely to be unemployed or underemployed than their neurotypical peers, and consequently more likely to rely on public aid or to be homeless (Caminiti, 2022). Therefore, it is important for career services providers to learn specific tools for working with neurodivergent clients and to share their best practices, challenges, and successes with fellow providers. Providers can also help neurodivergent job seekers by advocating for business leaders to better understand the benefits of hiring neurodivergent individuals. Companies that have implemented inclusivity initiatives and focused on recruiting neurodivergent talent are seeing positive results. A recent study estimates that companies saw up to 30% more productivity, as well as boosted morale, and improved innovation (Austin, 2021) as a result of hiring neurodivergent individuals.

Career services providers are often on the frontline of this initiative, and can use this opportunity to influence the narrative, address misconceptions, and advocate for inclusive practices. To do so, providers need to establish supportive processes and systems that level the playing field and allow neurodivergent individuals to bring their unique strengths and perspectives to the table. This approach can not only decrease unemployment rates for clients but also create a culture of respect where everyone can thrive professionally. Though not an exhaustive list, the following five areas are particularly important when supporting the career development of neurodivergent individuals.

1. Social Challenges
Although social challenges look different depending on the diagnoses and individual, there are some common themes such as difficulties in reading social cues and understanding social norms (Londoño Tobón, 2024). These can especially reveal themselves during the interview process. The career services provider can support neurodivergent clients by:

• Conducting mock interviews.
• Developing and rehearsing scripts of common social situations.
• Teaching social skills, such as reading body language and maintaining eye contact.
• Practicing active listening and the “give and take” of conversations.

2. Executive Functioning Skills
Executive functioning deficits are common for neurodivergent individuals, (Demetriou et al., 2017; Rodden, 2024) and can impact skills like time management, organization, planning, and task initiation. The good news is that the best practices that career services providers use with all clients can help in this arena. These include:

• Establishing goals and action items with due dates
• Checking-in between sessions
• Creating a shared document of session notes that is updated after each meeting

3. Sensory Issues
Sensory issues, which may not be visible to others, alter the way the brain processes information coming from the senses, and can have a significant impact on daily activities (Kadlaskar, 2022). Sensory issues are invisible in that those around the neurodivergent individual are not aware of such issues. It is critical that the career services provider ask questions to assess and determine what, if any, sensory issues affect the client. One effective strategy that providers can use to support clients is to help them create a list of their sensory needs. This list can be used to identify potential accommodations for the workplace and areas where the client may need support during the interview process. Here are a few examples:

• Use of headphones for noise sensitivities
• Modified dress code for fabric sensitivities
• Consultation about best desk / seat placement within shared spaces for those with physical touch sensitivities

4. Emotional Regulation
One way that neurodivergent individuals may manage their challenges is by “masking” or “camouflaging”, meaning they hide certain behaviors and reactions to conform to social norms. This can result in increased anxiety, depression, stress, and other internal conflicts (Zhuang et al., 2023). Supporting the client by being aware of emotional challenges, creating a safe space, and finding ways to minimize stress can all help the neurodivergent individual with emotional regulation. The career practitioner can ask specific questions, actively listen, and be observant. They can also offer help proactively, rather than assume that the client, who may be masking or camouflaging, does not need assistance.

5. Flexibility and Adaptability Concerns
Emotional intelligence and soft skills are often more important to employers than technical skills. Soft skills include problem-solving, the ability to work on a team, written communication, a strong work ethic, and flexibility / adaptability (Gatta et al., 2024). The career services provider can model these skills by creating a space where feedback is given to the client and welcomed by the provider, setting clear expectations for coaching sessions, and maintaining consistent communication with the client. Frequent practice and thorough preparation can help clients become more flexible and adaptable. Open-ended questions such as “how do you think they might respond to that?” or “what’s something you could say if they ask you that?” can help clients prepare for many possible outcomes. Neurodivergent individuals can be flexible and adaptable but may require more information or preparation than neurotypical individuals.

Paving the Road for Neurodivergent Clients
The customizable process of career planning offers a framework for career services providers to support neurodivergent clients. With tailored strategies and an empathetic approach, career development services can be life-changing for neurodivergent clients. However, the work of the career services provider does not end with the client. Career services providers are uniquely positioned to serve as liaisons between neurodivergent clients and employers.

In this role, providers can advocate for an employment process that is accessible to neurodivergent clients. For example, providers can educate employers about the challenges neurodivergent job seekers face during traditional job interviews. Many highly qualified job candidates may be overlooked simply because the standard interview process is not neurodivergent-friendly.

Career services providers should educate employers on the benefits of a more diverse and inclusive workplace and actively seek out opportunities to influence policies and procedures that support the employment and retention of neurodivergent clients. Supporting neurodivergent clients though the job search process and advocating for more inclusive workplaces benefits employees, organizations and society.

References

Austin, R. D. (2021, August 27). Neurodiversity is a competitive advantage. Harvard Business Review. https://hbr.org/2017/05/neurodiversity-as-a-competitive-advantage

Caminiti, S. (2022, April 21). JPMorgan Chase, Microsoft among growing number of companies turning to neurodiverse workers to help meet need for talent. CNBC. https://www.cnbc.com/2022/04/20/-neurodivergent-workers-help-companies-meet-the-demand-for-talent.html

Demetriou, E. A., Lampit, A., Quintana, D. S., Naismith, S. L., Song, Y. J. C., Pye, J. E., Hickie, I., & Guastella, A. J. (2017). Autism spectrum disorders: a meta-analysis of executive function. Molecular Psychiatry, 23(5), 1198–1204. https://doi.org/10.1038/mp.2017.75

Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021

Gatta, M., Kahn, J.,  Koncz, A. J., Galbraith, A., Sabogal, M.,  Longenberger, A., & NACE Research Staff. (2024). Job outlook 2024. NACE.  https://www.naceweb.org/docs/default-source/default-document-library/2023/publication/research-report/2024-nace-job-outlook.pdf

Kadlaskar, G., Mao, P., Iosif, A., Amaral, D., Nordahl, C. W., & Miller, M. (2022). Patterns of sensory processing in young children with autism: Differences in autism characteristics, adaptive skills, and attentional problems. Autism, 27(3), 723–736. https://doi.org/10.1177/13623613221115951

Londoño Tobón, A. (2024, January). What is autism spectrum disorder? American Psychiatric Association. https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder

McCain, K. (2022, October 10). Explainer: What is neurodivergence? Here’s what you need to know. World Economic Forum.  https://www.weforum.org/agenda/2022/10/explainer-neurodivergence-mental-health/

Rodden, J. (2024, May 21). What is executive dysfunction? Sign and symptoms of EFD. ADDitude. https://www.additudemag.com/what-is-executive-function-disorder/

Zhuang, S., Tan, D. W., Reddrop, S., Dean, L., Maybery, M., & Magiati, I. (2023). Psychosocial factors associated with camouflaging in autistic people and its relationship with mental health and well-being: A mixed methods systematic review. Clinical Psychology Review, 105, 102335. https://doi.org/10.1016/j.cpr.2023.102335

Maisie Lynch, CCSP, MCPC, NBCT, is a passionate advocate for empowering teens and young adults with essential skills like resume writing, interviewing, education and career planning, networking, financial literacy, and goal setting. With nearly 20 years of experience in high school education and 10+ in Corporate America, she has dedicated the past eight years to teaching College and Career Research and Development & Business Courses at a public high school in Maryland. She holds certifications as a Certified Career Services Provider (CCSP), Master Certified Professional Coach (MCPC), National Board-Certified Teacher (NBCT) and an Advanced Professional Teaching Certificate with endorsements in Work-Based Learning, Business and Technology Education, and Special Education, among others. Through her teaching job and private coaching / consulting business, Maisie has extensive experience supporting neurodivergent teens and young adults through the college application and career planning processes. Through her online workshops, she also educates parents of teens about college and career readiness. In her spare time she enjoys watching rom coms, traveling, and learning to play the Irish Tin Whistle. Maisie can be reached through her website www.rainbowconnector.com or at info@rainbowconnector.com