Five steps to prepare neurodivergent students for the world of work

Doing well academically does not necessarily mean that neurodivergent students are prepared for the realities of the workplace. Professional environments require a different, often more implicit, skill set than formal education alone. While it could be argued that this applies for all students, research shows the gap is more pronounced among neurodivergent students. 

When an estimated 15 to 20 per cent of the general population is neurodivergent, these concerns affect a significant number of students, with an array of considerations. The term covers conditions such as autism spectrum condition (ASC), attention deficit hyperactivity disorder (ADHD), dyslexia, dysgraphia, dyspraxia, dyscalculia, acquired brain injury and certain mental health disorders. While most business schools and universities have systems in place to support these students during their studies, more could still be done to help them as they move from education into employment.

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The following five steps outline how this can be achieved.

1. Develop students’ self-awareness and strengths 

Self-knowledge – the essence of the ancient maxim “know thyself” – is valuable for all employees. For neurodivergent individuals, in particular, understanding their strengths and preferred working styles and conditions can help them seek out roles that align with their skills. Careers centres, then, should include specific expertise in the nuances of neurodiversity, and the facility to offer personalised coaching. 

At Audencia, this support relies on well‑established tools such as the Myers-Briggs type indicator, AI-based recruitment tool AssessFirst and online test StrengthsFinder, which help students recognise their multiple talents. For neurodivergent students, the process can support their ability to confidently communicate their strengths during job interviews and in early professional experiences. It can also support a clearer understanding of situations that may require adjustments, enabling them to express these needs more effectively.

2. Support students to develop workplace skills

Good grades are not always enough of a foundation for workplace success. During university studies, the focus is often on academic mastery, but this alone does not equip students with the wider range of skills they need at work, such as networking, communicating effectively with colleagues and supervisors, and coping with change and unpredictability. Providing structured opportunities to practise these skills, such as more frequent internships or work placements, can help students build confidence and resilience, which significantly eases the transition from education to employment.

3. Manage expectations

A successful entry into the workforce depends on candidates having clear and realistic expectations about professional environments and roles. For students on the autism spectrum, for instance, having opportunities to explore what different workplaces are like – including routines, social dynamics and sensory conditions – can be particularly helpful in building confidence and readiness. 

Job-shadowing opportunities and professionals coming into the classroom provide real-life examples of what work and colleagues might be like. Through their partnerships with companies, business schools can create more meaningful networking opportunities for students – for example, by facilitating CV sharing and offering tailored mentoring programmes. 

Mentoring sessions led by professionals working in the roles students aspire to can also be valuable. These exchanges allow neurodivergent students to immerse themselves in real-world professional environments and better envision their future careers. We also help students access internships in partner companies where tailored support can make workplace environments more inclusive and reassuring. These experiences enable neurodivergent students to make informed career choices that reflect both their strengths and their aspirations.

4. Allow neurodivergent students to learn from their mistakes

Educational support and adjustments, such as extra time for exams or adapted materials, can help neurodivergent students during their studies. However, the workplace that graduates will enter might not be as accommodating or welcoming, and new employees might not receive the same level of support. To manage this transition, educators and student support can gradually decrease scaffolding as students progress towards completion. The aim is to foster greater independence and facilitate trial-and-error learning, which helps them learn from mistakes in a safe environment and boosts their sense of self-efficacy.  

5. Unlocking potential: AI for neurodiverse pathways

Artificial intelligence can offer neurodivergent students personalised tools to help them prepare for the workplace and navigate daily professional situations. Practice remains one of the most effective keys to success.

AI-based solutions can help neurodivergent students build confidence and feel more comfortable during the job-search process. Our students have access to a virtual assistant that simulates interviews. The realistic scenarios allow them to practise and strengthen their oral communication, posture and ability to showcase their strengths.

AI tools can also support executive skills through features such as predictive typing, voice recognition and task-management assistance. These technologies help students organise their work, structure communication and reduce cognitive workload. As they enter the workplace, using such tools can make professional interactions easier to navigate and contribute to more accessible working environments.

Support for neurodivergent students as they transition from study to their professional lives requires a holistic approach that involves faculty members, administrative staff, health experts and employers. Stronger coordination and a shared understanding among these actors can help ensure that neurodivergent students receive adjustments and support that are aligned with their needs and career ambitions. 

Sophie Hennekam is a professor, and Barbara Haddou is executive director for ecological and social transition, both at Audencia, France.

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