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Thing 17: Embracing Neurodiversity in Research

Updated: May 12

This thing on neurodivergence and neurodiversity in the research space comes from Tatjana Zoller, Lilian Odaro and Ribka Metaferia, Doctoral College Development Associates at King’s College London’s Doctoral College.



Illustration of a brain: left half with math formulas in gray, right half splattered with vibrant colors, symbolizing logic vs. creativity.
Photo by Elisa Riva from Pixabay

Being neurodivergent is a challenge in many settings, but the research environment can prove especially difficult. The increased independence of postgraduate research and responsibility for an intense, long-term project can test researchers’ abilities, making them suddenly aware of how their brain functions differently to others. Increased awareness of neurodiversity in research, and thinking and working in ways that accommodate neurodivergence is crucial to making research inclusive, but it can also strengthen our teams and improve our research toolkit.


So what does it mean to be neurodivergent?


In this blog, we use the term neurodivergent as defined by psychologist and neurodiversity expert Dr Nick Walker, referring to “having a mind that functions in ways which diverge significantly from the dominant societal standard of ‘normal’” (Walker, 2025). It is an adjective that describes a person who has neurodivergence. Its antonym, neurotypical, means someone who functions within dominant societal standards. Neurodiversity describes the collective diversity of human minds, or the variation in neurocognitive functioning within our species – an individual on their own cannot be considered ‘neurodiverse’.


There are multiple forms of neurodivergence which frequently intersect, including – but not limited to – autism, attention deficit hyperactivity disorder (ADHD), dyslexia and dyspraxia. However, not everyone with these conditions will describe themselves as neurodivergent. Moreover, though some consider mental health conditions to be a neurodivergence, we won’t discuss these here as it sits outside the scope of this Thing.


Estimates suggest that around 15% of the global population are neurodivergent (Doyle, 2020). That means that, if you are not yourself neurodivergent, in any team of five or more, you’re likely working with a neurodivergent person. Neurodivergence is also hugely underdiagnosed. Many live years without knowing they are neurodivergent or without formal assessment. Others choose not to disclose, especially as they enter higher education, due to fears of stigmatisation or questions about their intelligence (Swanke, 2019).


Neurodivergence exists on a broad spectrum – in some it presents outwardly more than in others – so it benefits us all to avoid assuming that ourselves or our colleagues are neurotypical.


Colorful puzzle-piece silhouettes of people fit closely together, forming a pattern. Browns, greens, reds, and blues dominate the background.
Understanding our differences helps us fit together better as a team (Photo by Geralt on Pixabay)

Reframing Neurodivergence


Whether consciously or not, many of us have expectations and ideas about what it means to live with neurodivergence. People might associate ADHD with a Horrid Henry-like character, a young boy with excessive energy tormenting his frazzled schoolteachers. It’s a pervasive image, and it’s how society has talked about neurodivergence for decades – but it’s not the only way the condition expresses itself. We now know that these stereotypes played a critical role in shaping ADHD diagnosis and consequently, how the condition is misdiagnosed or ignored completely in other groups, like in young women where it can manifest as being quiet, forgetful creatives who are often daydreaming.


Likewise, dyslexia has a reputation linked to lower intelligence, because modern schooling is defined by reading and writing. But though language processing might prove challenging, dyslexic individuals may far surpass neurotypical people when processing more tangible, visual information – it’s simply a matter of perspective. So, for those 85% of us who are neurotypical, what can we learn from this?


Man with headphones works intently at a computer, hand on chin, casual office setting. Screen shows charts; mood is focused.
Neurodivergent or not, sometimes we can all benefit from some quiet focus time (Photo by Jonathan Borba on Unsplash)

We believe that integrating neurodiversity in our ways of working is beneficial for everyone. To survive in neurotypical work environments, neurodivergent people manage their differences using the same strategies that could help unlock greater potential and consistency within your research and team. Taking a break and decompressing with a walk can help those struggling with sensory processing issues, but it can also combat overwhelm at work, a lab, or trigger creative thinking for your research project. Noise-cancelling headphones can be the small measure making shared labs and workspaces bearable for neurodivergent people, but they help us all quieten the hum of a crowded office. Those with memory issues might benefit from recording meetings, but having a clear record of discussions can help neurotypical people too. We all work differently and normalising accommodations like these can make the already challenging world of research more comfortable for us all.


Self-reflection for enhancing your potential


Another strategy used by neurodivergent people is self-knowledge tools, which help facilitate deeper levels of productivity. We highlight a couple of these below and, whether you’re neurodivergent or not, invite you to try them yourself and see the difference that better self-understanding can offer you.


1. Motivation and Energy Mapping

Motivation and energy mapping is a useful tool for neurodivergent people as it targets the underdiscussed issue of being consistently inconsistent, especially when it comes to energy and motivation. Neurodivergent people sometimes have sudden bursts of high energy, getting a weeks’ worth of tasks done in a few hours, while on other days it’s an achievement to muster the energy to simply brush their teeth and make a decent meal. While these patterns are often unpredictable, it helps to track them alongside your habits over time. You might learn that they are not as random as they initially seemed.


Open planner with a visible calendar on a wooden desk, pages slightly curved. Dates and faint handwriting are visible, creating a focused mood.
Grab your planner and start noting daily observations (Photo by Eric Rothermel on Unsplash)

Motivation and energy mapping works like a habit tracker, in which you observe and note your behaviours over an extended period. The time this takes depends entirely on you: you may find that 1-2 weeks is enough, but many people, including those who menstruate, will find it beneficial to observe patterns over at least 2-3 months. You might want to note habits such as sleeping hours, normal waking times, and energy levels throughout the day, especially after eating. Once you have tracked your habits for the desired period, revisit your notes and start spotting patterns. You can then start planning tasks around these observations.


Are you a morning person with lots of excess energy when you wake up? Then plan mentally taxing tasks first thing in your workday and use time blocking to protect that period, declining meeting invitations or starting your workday at home before travelling to the office later. If you’re instead someone whose energy surges in the late afternoon, shift the most taxing tasks to later in the day or ask for a starting time later in the morning. Do you notice that food triggers drastic drops in your energy? You might want to experiment with your diet and identify foods that impact your energy levels less.


Working in teams might make it harder to ensure these conditions, but advocate for yourself wherever possible so you can maintain your best hours at least once or twice a week. This can make all the difference in boosting your confidence and setting you up for a productive work week.  


  1. Experience-Reflection-Action: The ERA Cycle

Self-reflection is important to help us achieve self-awareness, discover areas for improvement and create more effective strategies for ourselves. But it’s daunting to do without a framework. We recommend the ERA cycle (Jasper, 2013) for its simplicity: it asks you only to think about your experience, your reflection, and the action you’ll take to change things going forward. Flexible tools like this can be great at highlighting our own needs, and the self-beliefs and limiting ideas that shape our approach.


Here we’ve adapted the ERA cycle using the example of submitting a grant application:


Flowchart with three blue boxes titled Experience, Reflection, and Action, describing steps and feelings about a missed grant deadline.

For many of us early career researchers, grant applications can be overwhelming. They are often a new skill that we are learning without structure and on a tight deadline. Additionally, reflecting on our research career can trigger difficult emotions and we may struggle to control perfectionism instead of simply submitting the application. Perfectionism and meeting deadlines are challenges faced by neurodivergent researchers too, alongside the stresses of struggling to concisely express ideas in writing, difficulties processing written materials, and a likely lack of accommodations. Having failed to submit the application, the ERA cycle offers a structure to think about how to improve next time.


Person in an orange jacket sits by a serene mountain lake. Snow-patched rocky cliffs in the background reflect on the water's surface.
Self-reflection helps identify the best routes for us to reach our goals (Photo by Chinmay B on Unsplash)

Reflecting on exactly why we failed to submit by the deadline helps us take the necessary steps to work with our brain’s needs, rather than against them. We might explore getting to grips with application cycles so we are better prepared when calls open next, breaking the application process down into more approachable chunks, setting aside more time to write the applications, highlighting our need for accommodations earlier in the process, or reaching out to other researchers for support and guidance. After challenging limiting beliefs and reflecting on our needs, deciding we might need adjustments does not mean we are not good enough. Rather, it reminds us we don’t need to take the standard route to achieve our goals. Our optimal ways of working are just as valid as anyone else’s, whether we are neurodivergent or not..


Going Forward...

We leave you with the following thoughts to reflect upon and discuss with your Pods (if you have one), or in the Discord channel:

  • Think about your research career so far: was there a time when you adapted your ways of working to get the best of your time? Did you encounter any external pushback?

  • If you identify as neurodivergent (or even if you don’t!), are there other strategies you use to enhance your productivity and potential that you can recommend to your fellow researchers

  • Could you try incorporating motivation and energy mapping into your routine to take advantage of being consistently inconsistent and maximise use of your energy and motivation?

  • What steps can you take within your own research, or research communities, to improve inclusion for neurodivergent researchers and stakeholders?

Remember, you don’t need to be neurodivergent to care about neurodiversity in the research landscape. Please do share any comments, thoughts or experiences you may have about being neurodivergent or neurodiversity in the research space.


Further Reading

On neurodiversity:

On energy mapping:


References



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