Equity at Work: Understanding the Experiences of Employees and Job Seekers Who Are Neurodivergent
Background: Despite workplace inclusion initiatives, neurodivergent individuals remain underrepresented and underserved across recruitment, hiring, retention, and advancement. Adults with conditions such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Obsessive-Compulsive Disorder (OCD) face unemployment rates up to eight times higher than neurotypical peers. This disparity persists because inclusion policies often overlook their distinct needs and lived experiences. Systemic barriers—including inaccessible hiring practices, inadequate accommodations, limited employer awareness, and persistent stigma—further compound inequities, particularly through communication challenges and insufficient workplace structures. Purpose: The goals of this study were (a) to identify the extent to which barriers are an issue to employment during the application process for individuals who are neurodivergent, (b) to examine what barriers are an issue during the employment interview process for individuals who are neurodivergent, and (c) to examine what barriers and workplace conditions impact employment and retention for individuals who are neurodivergent. Methods: This study employed a mixed-methods research design to investigate the three central research questions, offering a comprehensive analysis of the employment experiences of individuals who are neurodivergent. Data was collected via the Qualtrics Experience Management Survey platform that was conducted through targeted outreach on Facebook, LinkedIn, and Instagram specifically within advocacy groups and communities oriented toward individuals who are neurodivergent. The survey targeted adults age 18 and older who self-identify as neurodivergent and who are either currently employed or actively seeking employment within the United States. To ensure a nuanced understanding of the sample, the survey collected demographic information, including age, gender identity, race/ethnicity, neurodivergent condition, educational background, and current or most recent employment sector. Additionally, qualitative data was gathered from respondents, allowing for in-depth exploration of key themes such as workplace accessibility, support systems, and personal descriptions of what equity means. Results: The results generated by the analyses indicate pervasive barriers throughout the employment lifecycle, beginning with inaccessible application processes and extending to insufficient support after hiring. Many participants described difficulties securing appropriate accommodations and shared experiences of leaving—or contemplating leaving—jobs due to persistent workplace challenges. Qualitative insights pointed to systemic issues such as sensory overload, unclear communication, and limited opportunities for growth, underscoring the need for more inclusive practices and meaningful organizational reform. Conclusion: Inclusion initiatives in the employment, recruitment, and hiring process are not effective or targeted enough to support individuals who are neurodivergent. Systemic improvement in the employment lifecycle requires professional development and coaching for leadership, human resources professionals (HR), and staff. When organizations invest in comprehensive training on neurodivergence, they gain the tools, language, and strategies necessary to enact meaningful change that supports everyone at every stage of employment.
Professional Development, Workplace Inclusion, Neurodivergence, Employment Barriers
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