Autism in academic settings: unleashing unique strengths with adjustments

For an autistic professional, the world of work can be a minefield to navigate, and for many fellow neurodivergent people it’s a complete enigma.

Disheartening statistics emerged in 2022 when the Office for National Statistics’ “Outcomes for Disabled People” research showed that only 22 per cent of the autistic population was in full or part-time employment.

It is vital that conversations examining reasonable adjustments, as well as the potential strengths of a misunderstood workforce, take place. As part of this, it is worth remembering there is a big correlation in neurodivergence, so if someone is autistic, they might also be dyslexic, dyspraxic or have ADHD.

First, let’s examine what could be some reasonable adjustments within academia.

Protected time for administrative tasks: For autistic members of any team, remaining in control of their workflows can be instrumental to their success and achievement, and avoid them becoming overwhelmed. A protected 30-minute to one-hour window each day can help autistic staff stay on top of emails and document interactions in the range of systems required, ensuring diaries reflect appointments and the requirements needed for the academic year. This ring-fenced time allows space to ensure administrative tasks and paperwork are unrushed, prioritised and accurate.

Smaller office spaces, an individual office or work from home: A loud shared office can quickly result in sensory overload for an autistic staff member. Background calls and conversations, the clicking of a pen, the tapping of multiple keyboards, a squeaky chair, small talk, the laughter at the snack station and more, all make it incredibly challenging for an autistic staff member to concentrate. Autistic staff need access to smaller office spaces, or at least the opportunity to book and use their own individual spaces. This aids productivity but also helps staff feel happier and able to achieve their potential. Of course, there are other options if this is not possible, such as allowing staff to use noise-cancelling headphones.

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Clear and direct instructions: If there are tasks that need to be completed, management should not assume that an autistic staff member will read between the lines and understand intricacies that haven’t been clearly explained to them. Telling a staff member what you want done, how and by when can save much confusion and avoid mixed messages. If there is a specific task that needs doing in a specific way, make this clear.

Forewarning of change: It is well known that autistic people struggle with change and thrive with routine. Although some change is inevitable within academia, forewarning autistic team members can go a long way. For example, if there are to be major structural changes that will affect a staff member’s timetable of classes, lectures and meetings, letting them know a few weeks in advance to allow them to mentally prepare and organise their diary would reduce the chance of autistic stress and meltdowns that can be triggered by feeling thrust into uncontrollable situations.

Even minor changes can have a significant impact when it comes to reasonable adjustments. It’s essential to remember, however, as training from the University of Kent states: “Once you have met one autistic person, you have met one autistic person.”

It is also important to remember the many strengths that autistic people possess that make us fantastic additions to a workplace.

Hyperfocus and close attention to detail: When an activity has our active interest, the quality of our work can be astounding. Hyperfocus allows us to put all our efforts into providing the best standard of work. If we are passionate about a project or topic, we can engage with it for hours at a time.

Great memory and efficiency: If we are asked to do something, know that it will get done. Our ability to see patterns and embrace repetition can mean the tasks others deem to be mundane are our favourites. We will build a plan of how to achieve what is needed in the best and quickest way possible.

Honesty and fairness: Integrity is at the heart of our work ethic. Many of us struggle with black-and-white thinking at times, as well as communication differences such as how we can be perceived as “blunt” due to our autistic sense of justice. This, however, can be a strength in that we are open and honest if we have made a mistake, are loyal and hardworking when offered respect, clear boundaries and kindness, and can understand multiple differing perspectives.

Creativity: Many late-diagnosed autistic staff might have learnt to mask their autism for most of their lives and developed strategies to appear “neurotypical”. This creative planning can extend to other areas, enabling us to discover new and engaging ways to complete work effectively.

Embracing reasonable adjustments for autistic individuals is crucial in unlocking their potential in the workplace and thus benefiting from their unique strengths. By fostering an inclusive environment, we can empower autistic professionals to thrive and contribute effectively.

Imogen Varle is a mental health intervention officer and author at De Montfort University.

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