Neurodiversity in the chemical sciences

This refers to when individuals intensely focus on a task with a high level of engagement and strong ability to ignore distractions. This often occurs when the task is particularly enjoyable or interesting to the individual.

Benefits of hyperfocus in chemistry:

• Increased productivity
• Greater precision in laboratory work, for example, when using a pipette
• Increased perseverance throughout lengthy experiments
• Greater efficiency in research, data analysis and writing up reports

While many neurodivergent people report hyperfocus as one of their strengths, it may be important to consider how individuals can best be supported to pace themselves, take breaks and look after their physical wellbeing, as this can sometimes be neglected in periods of hyperfocus.

Innovation and creativity involve thinking uniquely, producing new ideas and problem solving. This is essential for success in the chemical sciences, due to its experimental nature and the rapid development of technology.

Benefits of creativity and innovative thinking in chemistry:

• Experimental creativity in formulating new hypotheses, identifying gaps and new ideas, and finding unique solutions to solve complex problems
• Innovation has become increasing critical, with rapidly developing technology in the chemical sciences, so new ideas are more valuable than ever before 

This is the ability to analyse visual information and solve problems based on visual logic, combined with verbal and mathematical analysis. This can be deductive, moving from abstract to concrete ideas, or inductive, moving from concrete ideas to underlying ideas.

Benefits of visual reasoning skills in chemistry:

• Strengths in understanding chemical representations, such as molecular models, chemical structures and formulas
• Strengths in laboratory tasks, for example outlining a multiple-step synthesis of an organic compound, something that involves sketching structures and adding symbols and equations
• Ability to switch between the many representations that occur in the chemical sciences, such as an organic molecule being referred to by its systematic name, common name, or its molecular, structural, skeletal, or displayed formula.

Strong attention to detail allows for high levels of precision and accuracy, especially when focusing on finer details.

Benefits of detail processing abilities in chemistry:

• Greater accuracy and precision in laboratory work, such as in measurements and calculations, thus improving the reliability and validity of the results
• Thorough interpretation, analysis and evaluation of results and data, including noticing important details that are often missed by others
• Accurate and adherent following of documentation, reporting processes, and safety processes

Struggles with wellbeing, mental health and accessing support are some of the most significant challenges faced by neurodivergent individuals. The primary reason for these challenges is the lack of understanding of neurodiversity by colleagues, managers and wider institutions. Adjustments that focus solely on academic or work-related needs are likely to be ineffective in an environment that is not fundamentally inclusive and understanding.

Successful Inclusion and Diversity Fund applicants Zahira Latif and Scott Gorman conducted research around barriers experienced by neurodivergent early career researchers working in the chemical sciences.

Some of the findings of their research:

• Early career researchers struggle to maintain employment or progress due to discrimination, a lack of understanding and a lack of effective support
• One participant, a chemistry researcher with ADHD, stated “As a disabled academic, it makes me question continuously whether I am working fast enough, whether I am working long enough, whether I am doing my job properly, whether I even belong in this system.”
• Early career researchers expressed a lack of belonging, which was linked to experiences of poor mental and physical health
• Poor wellbeing, largely driven by a lack of understanding of neurodiversity among their teams, was a barrier to the development and progress of their careers in the chemical sciences

In both education and employment, many neurodivergent individuals are met with inflexibility, discrimination and judgement when they choose to share information about their condition or ask for help. This reflects a lack of knowledge and awareness of neurodiversity and accessibility.

Due to this, many individuals choose not to share information about their neurodivergence or disability and work and learn without support, adjustments and assistive technology that would be beneficial for them. Particularly in chemistry, in both education and employment, many neurodivergent individuals fear they will be seen as less competent if they ask for support.

We need to create accessible systems for requesting support and give line managers the tools and capability to respond in an accepting, inclusive and supportive manner. This would help prevent neurodivergent individuals from reaching a crisis point before reaching out.

Some people have a perception that reasonable adjustments give unfair advantages in both education and employment, when in fact they are a legal requirement designed to put everyone on a level playing field, mitigating pre-existing disadvantages. The prevalence of this ‘unfair advantage’ view can discourage neurodivergent individuals from asking for support.

Due to neurotypical workplace norms and stigma surrounding neurodivergence, many neurodivergent individuals ‘mask’ (hide or change) their neurodivergent traits to conform and fit in.

This can include behaviours such as:

• forcing oneself to make eye contact even when it is uncomfortable
• hiding sensory overload
• copying neurotypical conversation styles.

Masking can help neurodivergent individuals fit in, but it often comes at a cost to their energy and wellbeing, leaving them more vulnerable to burnout and mental health problems.

Unmasking can improve a neurodivergent individual’s quality of life and can act as a revolutionary act of disability justice. But it can be incredibly challenging, especially when the environment is not accepting and inclusive. A diverse and safe environment at work, which values individual differences, is key to encouraging neurodivergent individuals to feel comfortable unmasking and accessing support.

A psychologically safe working environment

The surroundings should allow individuals to feel comfortable expressing their views, questions and concerns without fear of judgement or negative evaluation from their colleagues. This is especially important for neurodivergent employees as it links to creating an environment where it is safe to unmask.

The four stages of psychology safety at work:

• Inclusion safety – everybody must feel included and welcome to begin with
• Learner safety – when individuals feel included and welcome, they are then able to be present in the situation and ask questions
• Contributor safety – individuals feel able to contribute and actively participate without fear
• Challenger safety – individuals are now fully embedded in the team and can challenge the operations of the team and contribute greater to ideas and feedback

Tips for embedding psychological safety at work:

• Provide multiple means for employees to share their ideas and provide feedback
• Promote discussion, debate, constructive criticism and productive conflict
• Ensure employees feel valued and make it clear why their voices matter
• Actively seek out and welcome new ideas
• Destigmatise failure and prioritise effort and curiosity
• Be open about your own struggles and limitations

Many neurodivergent individuals face unique challenges related to memory, concentration and organisation. Traditional teaching and assessment methods in education often disadvantage neurodivergent students. Reasonable adjustments can alleviate this:

• extra time
• varied teaching methods
• flexible means of assessment
• assistive technology

Some of the common challenges experienced  by neurodivergent individuals in their place of work or study:

• the memory demands recalling experiences and skills in interviews
• calendar organisation
• prioritisation of tasks
• processing verbal or written instructions, for example in complex laboratory experiments
• multi-tasking and managing multiple deadlines
• Improving the workplace

These challenges are often not a ‘deficit’ possessed by the neurodivergent individual or a result of their condition, but rather reflect inaccessibility and a lack of inclusivity in the workplace. Many schemes, practices and accommodations can be put in place to create a more inclusive and accessible workplace and support neurodivergent individuals to thrive in their work. Our resources outline these recommendations.

Unmasking is the process of living as your true self without trying to hide your neurodivergent traits and comply to neurotypical norms. Masking is tiring, negatively impacting wellbeing and therefore productivity and success at work. Unmasking has huge benefits, but can also carry risks. This is why we need to create inclusive workplaces where employees feel it is safe to unmask.  

For neurodivergent individuals who belong to multiple marginalised groups, unmasking can carry additional complexities and concerns about safety. For example, someone with ADHD might unmask by allowing themselves to speak more loudly and enthusiastically than would typically be considered ‘normal’.

Because of gender stereotyping which views assertive verbal communication as a ‘masculine’ trait, this kind of unmasking might be perceived more negatively coming from a woman. However, additionally, the form of this gender discrimination for a White woman may be experienced differently for a Black woman unmasking in a similar way, as she might be perceived in ways which play into racist stereotypes of ‘aggressiveness’.

The importance of addressing intersectional concerns and recognising chemists as whole individuals with diverse experiences means that employers and institutions need to put inclusivity at the core of their ethos, rather than leaving it as an afterthought, one-off workshop or token effort.

• Create intersectional staff networks – many employee groups focus on singular protected characteristics, but intersectional networks can create safer spaces for individuals to share their experiences and support each other. For smaller workplaces which may not have multiple people with the same intersectional characteristics, employees can be signposted to external networks, or consider collaborating with similar institutions to form a joint network
• Provide opportunities for anonymous feedback and suggestions, allowing neurodivergent individuals to contribute and share their concerns without the fear of facing additional discrimination due to their intersectional identity
• Educate yourself, your team and organisation on the various unique barriers faced by minority groups.

The following external links provide further information and support for considering intersectionality alongside neurodivergence:

• Black Neurodiversity offers resources and workshops
• ADHD Babes is a podcast discussing intersectional experiences

For neurodivergent individuals, traditional recruitment processes can be disadvantaging, creating anxiety and failing to enable them to showcase their strengths and abilities. Neurodivergent individuals are often an untapped talent pool in the chemical sciences, and inclusive recruitment practices can ensure these valuable individuals are not being missed.

The job advert

When advertising a position:

• Use clear and concise language and avoid jargon
• Avoid generic phrases and make the specific skills required explicit
• Proactively offer remote and flexible working options
• Target under-represented groups, like neurodivergent individuals, with outreach efforts

Interviews

Interviews are often the stage of the recruitment process that disadvantages neurodivergent individuals the most, due to the greater emphasis on social abilities and body language.

To help ensure neurodivergent individuals have a fairer chance in interviews, managers should ask the candidate if individualised reasonable adjustments are required and implement these, as well as embed the following as standard practice:

Provide all the information before the interview, e.g., directions if in-person or video link and platform if online and names of people they will be meeting

• Provide the interview schedule and questions in advance
• Ask questions both verbally and in written form
• Allow plenty of time for answers during the interview
• Consider the sensory environment of the interview room – avoid bright lights, noise and distractions, ensure a comfortable temperature
• Offer breaks during the interview if required
• Do not judge candidates based on their ability to make eye contact
• Ask specific, focused questions that avoid ambiguity

Communication during the recruitment process

How you communicate with your candidates will remove barriers and make them confident to continue the interview process:

• Provide a timeline of the key stages of the recruitment process, including timings of when applicants can expect to hear back and when decisions are made
• Ask all candidates if they require any reasonable adjustments at all stages of the recruitment process
• Ask candidates what their preferred methods of communication are and tailor the recruitment process to meet their needs

Further resources

The following provide extra advice on making the recruitment process as inclusive as possible:

• CIPD guide for employers
• RSC ChemCareers webinar on YouTube on supporting disabled employees
• Genius Within: resources and guidance for both neurodivergent individuals and their employers

Disability Confident employer scheme

We are a Disability Confident Employer, a voluntary government scheme that supports employers recruit and retain disabled individuals.

This means our company is committed to an inclusive and accessible recruitment process that includes greater ease in accessing reasonable adjustments throughout the process and prioritises offering disabled candidates who meet the essential criteria an interview, where possible.

Many neurodivergent individuals process sensory input differently from the neurotypical population.

Sensory input can be experienced as more magnified and can be difficult to filter out, which can be overwhelming. Additionally, some neurodivergent individuals need higher levels of some types of sensory stimulation. It is important to note that every neurodivergent individual has a unique sensory profile, with different patterns for each of their senses. This is also not fixed and the level and type of stimulation an individual can cope with can vary from day to day. Factors like energy levels can hugely impact an individual’s sensory tolerance.

Due to these sensory differences, neurodivergent individuals can struggle with the workplace environment, whether in an office, research laboratory or any other job-related setting.

Adapting the sensory environment can reduce the likelihood of neurodivergent individuals getting overstimulated, anxious and drained, thus helping them maintain high levels of productivity and effectiveness in their role. It can also reduce the need to mask and benefit wellbeing.

Sensory differences outlined

• Smell – some individuals are sensitive to an array of smells in various work environments, such as perfume, foods, or chemicals in a lab.
• Visual – some people struggle with bright lights, or by being surrounded by too much visual input, for example with walls that are covered in patterns and lots of people moving around them, which can be distracting.
• Touch – some individuals are sensitive to touch, for example, when wearing safety protection in a lab.
• Sound – some struggle to concentrate or get overstimulated in environments with background noise, such as music, other conversations or loud machinery.
• Temperature – some struggle with temperature regulation and are sensitive to heat or cold.

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It is important to remember that every individual will have a unique sensory profile. Whilst some individuals are over-sensitive to specific senses or stimuli, some may be under-sensitive and need to find specific additional sensory input. There are several recommendations for a universal sensory friendly design that will benefit the majority; individual needs and adjustments can then be made from this baseline.

Ask neurodivergent employees what their sensory needs are and tailor the environment accordingly

• Offer quiet working spaces, away from corridors or communal areas
• Offer noise cancelling headphones
• Provide and embrace the use of fidget toys
• Provide lights which are adjustable and can be dimmed
• Provide a quiet room or sensory room for decompression and recovery time
• Ensure air conditioning and heating are adjustable
• Provide adequate ventilation and fresh air
• Avoid bright or overstimulating patterns and decoration on the walls
• Avoid the use of strong-smelling soaps and air fresheners in bathrooms

Quiet rooms

All workplaces and educational settings should have quiet rooms that neurodivergent individuals can access. These rooms should provide a calm environment with low sensory stimuli, allowing individuals to find relief from stress and sensory overload, manage anxiety, decompress and relax. This can be extremely beneficial in preventing burnout and can be a useful space for everyone, not just neurodivergent individuals.

Tips for designing a quiet room:

• Low noise levels
• Located away from strong smells, e.g., kitchens
• Freely accessible for all, e.g., not requiring a key or code
• Windows for natural lighting, with a blind which can be used to block out the light
• Muted décor, avoiding patterns and bright colours
• Adjustable lights
• Comfortable chairs
• The room should not be used for other purposes, e.g. as a meeting room.

Laboratory-based work and teaching is a significant component for many individuals working in the chemical sciences. Yet the design of laboratories can lack accessibility and inclusivity for neurodivergent chemists. This often relates to the sensory overload that may occur in a laboratory due to bright lights, noise, strong odours, clutter and overcrowding.

It is important to remember that every individual will have different sensory needs, but below is a guide and it helps to ask if anything further can be tried:

• Provide adjustable lighting that can be dimmed where safe to do so
• Avoid flickering lighting
• Ensure adequate ventilation to reduce the impact of strong odours
• Accessible toilets should be close by and signposted
• Move loud machinery to alternative rooms where possible, or institute signposted timetables for use
• Reduce clutter and keep the environment tidy, with materials clearly labelled
• Permit the use of noise-cancelling headphones when it is safe to do so
• Use neutral colours, avoiding bright paint and overstimulating patterns on the walls

Further information on workplace adjustments can be found in our Disability in Chemical Sciences report

The following external links provide further information and support on laboratory accessibility for neurodivergent chemists:

• The Future of Laboratory Chemistry Learning and Teaching Must be Accessible: an article on laboratory accessibility in chemistry learning and teaching
• STEMenabled: guidance on modifying laboratory environments for disabled chemists
• Access All Areas in Labs: A project about creating accessible labs, including access guidance informed by research – case studies, surveys and interviews
• Embracing the Neurodiverse Lab: Information on embracing an inclusive lab environment for neurodivergent individuals

These principles can help create environments designed to foster inclusivity for all neurotypes from the beginning, enabling everyone to reach their potential in their jobs.

A key advantage of universal design is that it benefits everybody, not just neurodivergent individuals. It ensures both neurodivergent and neurotypical individuals can access an equitable environment, where inclusive practice is embedded as standard practice.

For example, communicating information using multiple methods as part of a meeting (audio and visual at least) may be a necessary reasonable adjustment for a neurodivergent individual, but can also benefit everybody in the meeting by helping them process the information being presented.

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Embedding universal design in your workspace

These practices benefit everybody and boost productivity, but particularly aid neurodivergent individuals in overcoming some of their challenges with memory, organisation and concentration:

• Conduct shorter meetings with clear and focused agendas
• Introduce focus periods, in which employees block out time in their calendar to work on their tasks without any interruptions or distractions
• Simplify email and etiquette for quicker and easier communication
• Offer flexible, remote and hybrid work where appropriate
• Use asynchronous and indirect forms of communication (for example Teams messaging) to allow longer time to process information and increase efficiency, rather than excessive numbers of meetings

Universal design principles make the workplace more welcoming and accessible for neurodivergent individuals from the start and also reduce some of the burden of self-advocacy – the difficulties and fatigue associated with advocating for needs and adjustments. Every individual’s experience of neurodivergence is unique and many individuals will still require some individualised reasonable adjustments – but by considering universal design, this will be reduced.

A chemistry specific approach for neurodivergent chemists beyond universal design principles should also be considered. For example, in lab work, video demonstrations as well as verbal and/or written instructions would be beneficial.

There is a wide range of assistive technology available, which can help many neurodivergent individuals with different conditions. There is rapidly developing software and hardware, such as text-to-speech, speech-to-text, mind-mapping tools, spelling and grammar tools, coloured text overlays, screen readers, recording devices and noise-cancelling headphones.

Line managers should review these options with neurodivergent employees and support them in implementing potentially helpful options.

Access to Work is a UK government scheme that offers financial support towards adjustments needed by disabled individuals in the workplace, including neurodivergent individuals. This can include equipment, software, support workers and travel costs.

Disabled Students’ Allowance (DSA) (UK) is accessed through student finance and provides support to cover study-related costs incurred due to a disability, including neurodivergence. It includes specialist equipment, non-medical helpers, travel costs, and other disability-related study support.

Greater awareness and insight into neurodiversity and neurodivergent conditions are key to building an inclusive and accessible workplace. Employers should educate their employees, to remove misconceptions about neurodivergence and increase understanding.

This training can help create a more inclusive environment for neurodivergent employees, helping reduce the need to mask. It also makes it easier for neurodivergent employees to share information about their neurodivergence with their manager, therefore, enabling access to support and adjustments.

Neurodiversity training and education in the workplace should embrace the ideology of ‘nothing about us without us’, meaning that the training should involve those with lived experience of neurodivergence themselves.

If you are an employer or institution, consider providing training for line managers to equip them with the knowledge and skills to support the wide range of individuals they are likely to manage, including neurodivergent individuals. This should include guidance on inclusive and accessible practices to embed as standard, as well as the implementation of individualised reasonable adjustments.

The Institute of Engineering and Technology’s "Understanding neurodivergence at work" toolkit provides education on a wide range of neurodivergent conditions, explaining what the condition is, how it may impact the individual at work, and supportive ideas and adjustments.

We all need to work together if we are to create a welcoming environment for all.

• Ask your colleagues how it is best to communicate with them, whether that be face-to-face, emails, phone calls, or other means
• Avoid making assumptions – an individual may share that they have a neurodivergent condition with you. It can be easy to assume they will have similar traits and needs to someone else you know with the same condition. Instead, try and adopt an individualised approach
• Educate yourself about neurodiversity – read neurodiversity-based resources, (some can be found on this webpage). Most importantly, reflect on the resources and use them to change your practices to become more inclusive
• Respect people’s privacy – someone may share information about their neurodivergence with you, but this doesn’t make it public knowledge Don’t share information without the individual’s permission
• Advocate for action from institutions – support your organization’s disability or neurodiversity staff networks in any projects they are working on to improve inclusion for neurodivergent individuals
• Speak up if you hear somebody speaking about neurodivergence or disability in a way that is discriminatory or harmful
• Ask your colleagues if there is anything you can do to help support them or make the environment more comfortable for them, for example, avoiding taking meetings in open office spaces and using a room instead

You can use the guides below to plan your meetings, help you write communication and design your website:

• A quick guide to inclusive communications (PDF)
• A quick guide to inclusive events (PDF)
• Digital accessibility and neurodiversity (WCAG website)

Sources of our support which may be particularly helpful for neurodivergent chemists.

Accessibility Grants

Up to £1,200 per year is available to help individuals with the cost of disability related support needed to attend a chemistry-related meeting, conference workshop or development event. This can be used for online and in-person events and for a wide range of expenses. For example, if you are neurodivergent, this could include travelling by taxi if you cannot use public transport.

Find out more about our Accessibility Grants

Chemists' Community Fund (CCF)

This encompasses a wide range of financial and advisory services and support for various circumstances and issues. This includes: money and advice; wellbeing and family; employment and study.

Read more about our Chemists' Community Fund (formerly the Benevolent Fund)

One of the services is a wellbeing and listening service, which is available from 8 am - 8 pm (UK time) Monday - Friday.

There is autism specific support in partnership with the National Autistic Society, which can provide a variety of support pre- and post-diagnosis for you and your family.

See our CCF wellbeing and family support

Bullying and harassment support line

The RSC is committed to removing bullying and harassment from our chemistry community. The support line is for anyone in the chemical sciences who has been affected by bullying or harassment in the workplace.

Find out more about our bullying and harassment support line

Mentoring scheme

We offer a mentoring scheme, which can provide many benefits for mentees, such as building confidence and career support. Each mentee and mentor fill out an initial questionnaire which helps allow suitable individuals to be matched. In this form, you can request a neurodivergent mentor if you wish to and feel this may benefit you.

Find out more about our mentoring scheme

ChemCareers disability webinars

This is a series of three webinars providing information and guidance for disabled chemists who are job seeking or in employment, and for those supporting disabled employees in the workplace. The topics covered in each of the three webinars are:

• Disclosure and reasonable adjustments
• Managing a job search
• Supporting employees in the workplace

See our webinars

The following external networks and projects may be of interest to neurodivergent chemists:

• Enable science: a network for disabled scientists
• Cacti project: building a community of neurodivergent individuals in STEM
• National Association of Disability Staff Networks: bringing together disability staff networks from a range of organisations