A recent study has revealed the persistence of neurotypical norms and associated inequalities faced by neurodivergent individuals in both educational and occupational settings. Conducted in France, the research highlights how stigma and social class shape the experiences of neurodivergent students and employees, further hindering access to accommodations and support. The findings were published in the journal Work, Employment and Society.
The research, led by scholars from institutions in France, India, and the US, involved two separate studies. The first focused on 324 neurodivergent students enrolled in a business school, while the second comprised interviews with 25 working adults. Participants consistently reported feeling a strong pressure to conform to neurotypical standards, both at school and in the workplace. Many were forced to adopt individual coping strategies, such as concealing their condition, in order to fit in.
Professor Sophie Hennekam from Audencia Business School said: “We decided to study neurodiversity in both educational and workplace settings because of the size of this population (1 in 5 is neurodivergent) coupled with the lack of awareness of and support for neurodivergent individuals in these spheres. More insights into what organisations can do to foster diversity and equality should lead to an inclusive society in which all individuals can thrive.”
One of the key findings of the study is how neurodivergent individuals internalise stigma. Both students and working adults described employing personal strategies to present themselves as neurotypical, including using assistive technologies and imitating the behaviours of neurotypical peers. As Professor Hennekam noted: “Neurodivergent individuals engage in coping strategies to present themselves as neurotypical as they have internalised the stigma associated with their conditions.” For some, particularly those with autism or ADHD, these attempts to suppress their natural behaviours led to additional stress and mental health challenges.
Students described how the educational environment imposed neurotypical expectations, such as sitting still or making eye contact, which were particularly difficult for those with conditions like ADHD or autism. Some reported being reprimanded or feeling inadequate for behaviours linked to their neurodivergent condition. Working adults echoed similar sentiments, noting that workplaces were often not accommodating of their needs, which compounded their struggles.
Professor Hennekam also highlighted the varying perceptions of different neurodivergent conditions: “Various neurodivergent conditions are perceived differently. Disruptive and socially odd behaviours were less well-perceived than more socially acceptable challenges such as difficulties with reading, writing, or planning/organising that could be controlled through the use of assistive technology.” This distinction further shaped how neurodivergent individuals navigated their environments.
The study also emphasises the influence of social class on neurodivergent individuals’ experiences. Access to diagnosis, support, and accommodations is not equally distributed, with individuals from higher social classes being more likely to receive timely diagnoses and the necessary support. This inequality is seen as a significant barrier to achieving true inclusivity in both educational and workplace environments.
For example, students from privileged backgrounds were more likely to have parents who could advocate on their behalf and navigate the accommodation process effectively. In contrast, those from lower-income families were less likely to receive adequate support, further exacerbating the challenges they faced. As Professor Hennekam pointed out: “Social class exacerbates inequalities as individuals from lower social classes are less likely to get diagnosed and have access to accommodations and support.”
Despite existing disability rights and legislation aimed at protecting neurodivergent individuals, the study found that workplaces often failed to provide reasonable accommodations. Employees described instances in which their managers rejected their requests for adjustments, such as dimmer lighting or assistive tools, suggesting a lack of understanding or willingness to support neurodiversity.
The findings indicate that neurodivergent individuals are frequently left to manage their conditions on their own, either by finding informal solutions or by masking their differences. This not only reinforces neurotypical norms but also perpetuates a cycle of exclusion and disadvantage.
The authors conclude that educational institutions and workplaces must do more to break the cycle of stigma and exclusion faced by neurodivergent individuals. By addressing the inequalities linked to both neurodivergence and social class, organisations can foster a more inclusive environment that allows individuals to thrive without the pressure to conform to unrealistic norms.
Professor Hennekam emphasised: “Future research should account for the fact that many neurodivergent individuals have multiple neurodivergent conditions and that this leads to unique support needs. Also, it would be important to see how neurodivergent students transition into the labour market, how they handle this transition and how educational institutions and workplaces can best cooperate to support individuals.”
For true inclusion, the barriers associated with obtaining support must be dismantled, allowing individuals from all social classes to access accommodations without stigma or bureaucratic obstacles. Only then can the persistent inequalities experienced by neurodivergent individuals begin to be addressed. As Professor Hennekam concluded: “While this study looked at social class, other aspects such as one’s gender may influence what it is like to navigate one’s schooling and working life.”
