Blog Posts
In this section you will find all of the educational blog posts put together by Strath ENABLE
Ever heard the term “neurodiversity” but not exactly sure what it means?
Neurodiversity describes the natural variation in how people’s brains work: how they think, learn, process information, behave and perceive the world.
Knowing the meaning is all well and good but it’s the sentiment behind it that really matters!
The term emphasizes that: there is no single “correct” way for the brain to function; diversity in cognition is normal and valuable. Everyone’s brain is different and that’s what we should embrace. The term does not mean that all differences are without challenge, but it emphasises that differences are not inherently deficits.
Some commonly referenced neuro-types that you may have heard of are: Autism spectrum disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), Dyslexia, Dyspraxia, and learning/processing differences. But these are not all and some cannot be characterised.
The concept emphasises inclusion, strengths, and adaptation of environments, rather than aiming to “fix” people. That’s what this page is here to help with, spreading helpful information, awareness and resources to help you stay up to date with the times and learn about what you, your peers or your colleagues might be facing and what you can do to help!
Why do neurodivergent minds struggle in the educational and workplace environment?
The standard structure of these systems was unfortunately not designed with everyone in mind and factors such as long lectures, fixed schedules, fast-paced group work and ambiguous tasks can create barriers.
By adapting environments to suit different cognitive profiles, you enable more people to thrive rather than just survive. Research indicates that neurodiverse learners can bring distinct strengths to engineering and STEM-type fields: e.g., strong visual-spatial ability, system-thinking, pattern recognition, intense focus on a topic and divergent thinking.
Research shows neurodivergent software engineers with autism or ADHD face particular challenges with team collaboration, interruptions, social interaction, and “open” ambiguous tasks — but when tasks are well-structured, their strengths shine.
From a workplace and innovation perspective: when you include diverse minds, you increase the chance of novel ideas, varied problem-solving approaches and resilience. It’s not simply about “accommodating neurodivergent people” - it’s about designing systems, processes, and cultures that recognise variation and harness it.
What makes a neurodiverse friendly environment? Here are some useful support measurements that can be implement into the workplace or education to ensure everyone thrives. This is not an extensive list, and different things work for different people. That is what diversity is after all.
1. Providing clear structure and expectations: defined tasks, timelines and roles help reduce ambiguity. Stops people left guessing!
2. Offer alternative working environment- quite or low stimulus workspaces or remote/alternative methods for those overwhelmed by the classroom or office.
3. Encourage flexible communication and feedback styles: people respond better to different things whether that be written, verbal or frequent check-ins.
4.Value and leverage individual strengths: hyper focus, pattern recognisers for those who love delving into the details.
5. Foster a team culture where difference is valued: encourage open dialogue, peer support, mentorship and visibility of neurodiverse role models.
6. Offer training and awareness for all staff/educators: helping neurotypical colleagues understand and collaborate effectively with neurodiverse peers.
7. Monitor and evaluate inclusivity practices: collecting data on how neurodiverse individuals fare in courses, workplaces; adapt policies accordingly.
These changes do not just benefit the neurodiverse but everyone, helping create a cohesive, open working environment. Where people find what works best for them and allows them to live up to their potential. If there is something you feel would help you the best thing to do is ask!
Why does neurodiversity matter for innovation, engineering, education and society?
This post is aimed at our engineering colleagues however this applies for all fields!
In engineering and technology, many of the biggest challenges (complex systems design, novel problem solving, cross-disciplinary thinking) benefit from diverse cognitive approaches. Thus neurodiversity is a competitive advantage. If the engineering sector fails to be inclusive of neurodiverse talent, we risk missing out on substantial human resource potential, creativity and innovation.
Promoting neurodiversity aligns with broader diversity, equity and inclusion (DEI) agendas — improving fairness, reducing barriers, and enhancing team performance and resilience. There's also a moral and social-justice angle: ensuring that neurodiverse individuals have equal opportunities to participate, contribute and succeed in STEM fields.
Neurotypes explained simply:
Here’s a simple overview of a few of the more commonly recognised neurotypes and what they can look like in everyday life and some of the challenges and strengths people may face. These are not standard across the board everyone has their own experience.
ADHD (Attention Deficit/Hyperactivity Disorder) - A brain wired for interest, not routine
• Difficulty with focus on unengaging tasks
• Time-blindness + organisation struggles
• Fast thinking, creativity, humour
• Periods of deep hyperfocus when something clicks
ADHD is not a lack of attention: it’s a difference in attention regulation.
Autism (Autistic Spectrum Condition)- A brain built for detail, pattern and depth.
Autistic people may experience:
• Strong focus on interests
• Sensory sensitivity or overwhelm
• Clear, direct communication preference
• Strengths in systems thinking, logic and consistency
Autism is not “lack of empathy” - it’s a different way of understanding people and the world.
Dyslexia- A difference in how the brain processes language.
Dyslexic thinkers may experience:
• Reading, spelling or writing challenges
• Strong visual-spatial thinking
• Big-picture and creative problem-solving abilities
• Unique ways of making connections others miss
Dyslexia doesn’t mean low intelligence — far from it.
Dyspraxia (DCD – Developmental Coordination Disorder) - A difference in motor coordination and planning.
Dyspraxic individuals may experience:
• Challenges with coordination or fine motor tasks
• Difficulties organising steps in a process
• Strong verbal skills, resilience and creativity
Dyspraxia isn’t clumsiness - it’s a coordination difference that often comes with hidden strengths.
Dyscalculia - A difference in processing numbers and numerical concepts.
People with dyscalculia may experience:
• Difficulty with maths, time, sequences or directions
• Strengths in verbal reasoning, creativity and problem-solving
It’s not “bad at maths” - it’s a cognitive style that needs different teaching approaches.