Forum Discussion
How does your organization support different ways of thinking and working?
For the neurodivergent folks in L&D…
Lately I’ve been thinking about what it’s actually like to build learning experiences with a neurodivergent brain, ADHD in my case. Not just how it influences my design decisions (as mentioned in my previous post), but how it shapes the experience of doing this work inside a team.
For me, neurodivergence shows up as a kind of heightened sensitivity to flow, clarity and cognitive load. It helps me spot moments where a learner might lose their place, or where a step needs more framing to feel safe and predictable. That part has become a real strength.
But there’s another layer I don’t see discussed much in our field:
How well do our teams understand the way our brains work?
Not in a clinical sense, more in the everyday reality of collaboration, feedback, expectations, and creative problem-solving.
Things like:
- having time to process before diving into solutions
- getting clear checkpoints instead of vague “keep going” feedback
- having tools and structure that reduce mental friction
- balancing flexibility with predictability
For some of us, these aren’t preferences. They directly affect how well we can design.
So I’m curious to hear from others who identify as neurodivergent, in whatever way that shows up for you:
Do you feel like your strengths and challenges as a neurodivergent designer are understood in your team or workflow?
And how does your neurodivergence influence the way you approach learning design itself?
Share only if you feel comfortable. I know these conversations can be personal.
But I also think they make our craft stronger, because the more we understand our own brains, the better we design for everyone else’s.
8 Replies
Hi! AuDHD here. I am currently a teacher doing ID projects on the side and for my district.
I can share a challenge I often face - my brain moves like 9 million miles an hour, which can be a curse. I am often solving problems other people on my team didn’t even know existed before they happen - I love solving puzzles and I see so many angles to everything all the time.
Where many projects have lots of possibilities and ideas and experimentation, sometimes… because I see every step of the way immediately, I know something will absolutely not work. And I will only speak up if I absolutely know this. And every single time people accuse me of being closed minded or difficult. So I go along. And every single time…. It ends exactly how I think it will. And OFTEN colleagues will even comment that “oh I guess you were right!” But then the next time… we start all over again.
I absolutely love collaboration. I love when people have better ideas than I do. I love receiving constructive feedback. I want things to be done the best way no matter who figured it out and how we get there. So it really hurts to hear when people think I am closed minded or assume it’s an ago thing.Like you explained, I think it can be a gift in identifying possible difficulties for different learners and help problem solve before things roll out. But I don’t feel a lot of people really understand or appreciate it, and I’m not sure why.
I’m not sure this was helpful but you’re not alone! Really hoping to see more of everyone on a team really being valued for the differences they bring to the table.
Caitlin, thank you for sharing this. What you described is incredibly familiar.
Seeing several steps ahead, spotting where something will break, and being read as “closed-minded” because of it is something many AuDHD and ADHD designers experience.
Not because they lack openness, but because they are already mentally simulating outcomes while others are still exploring options.What stands out to me is that this isn’t a personality issue, it’s a structural one. When teams lack shared checkpoints or language for why something won’t work, early insight often gets misinterpreted as resistance.
Your point about loving collaboration matters too. Wanting strong outcomes and clear reasoning isn’t about ego, it’s about care for quality.
We’re not alone, and naming this so clearly is exactly how we start shifting toward ways of working that truly value different brains.
Thank you!Heya Caitlin — what you’re describing sounds very familiar to me. It affected me so strongly at one point that I actually went looking for answers, and it turns out this is an actual thing and in simple words is circles back to being able to recognise patterns.
Many neurodivergent people are particularly good at spotting connections: noticing patterns, drawing on past experiences and mentally running through possible outcomes of a decision. That kind of anticipatory thinking doesn’t always come as naturally to neurotypical brains.
I still find myself genuinely surprised when we make plans without a clear Plan B — especially when the “just in case” scenario has already happened in previous years and we have evidence of where things might head. For me, thinking through alternatives isn’t pessimism; it’s simply part of how I process and prepare.
This is a really interesting topic, and it’s not something I’ve consciously paused to reflect on before.
For me, being neurodivergent shows up in two main ways.
First, I’m very attuned to change and patterns — things like facial expressions, body language, and behavioural shifts. I tend to read these as feedback, often before anything is said out loud.
Second, I have a strong urge to overexplain. I want to provide full context and depth when I’m training a team, because understanding the why matters deeply to me. The real challenge is finding the right balance: offering enough introduction and framing without overwhelming people or losing them before we get into the subject itself.
One thing I’ve learned about the “typical” brain — and I mean this with complete respect — is that many people are comfortable focusing on one thing at a time - whilst mine is like a branch consistently breaking into smaller and smaller branches. While I often need the underlying reasoning to feel grounded, most people are happy to talk through the topic at a surface level and then move straight into action.
I’ve come to see my neurodivergence as a genuine superpower. My curiosity and thirst for knowledge might lead me to spend three months diving deeply into a subject that ultimately becomes a 30-minute presentation for my team — and I honestly love that process. That depth allows me to distil complexity into something clear, intentional and useful for others.
The "WHY" matters so much! And I find genuine curiosity is often taken as insubordination or something, and it always catches me off guard.
100%! It really is a superpower.
What you describe around deep focus, spending months immersed in a topic, and then distilling that complexity into something clear and usable really resonates with me too.
That ability to see the full system and translate it for others is rare and incredibly valuable, even if it’s not always recognized right away.
And yes, understanding the « why » and feeling the urge to teach others about it is such an important call-out!
I know I've talked with my boss about this - I absolutely see my neurodivergence as a positive thing when it comes to my Instructional Design. It gives me the ability to not only plan ahead but, see where some of those trip ups can come up - but also gives me the flexibility to adjust when someone else notices a trip up I didn't see or realize.
The group I work with have their own quirks and creativity and a lot of time, we work together really well. Once and awhile, we've all interpreted things differently but, always find a way to come back and try to understand each other.
Where my neurodivergence can be seen the most is how I build my projects. I use an ADDIE model but...not always in order (I know, I should be better). But my brain often will think of something better or interesting AFTER I start building and I'll completely readjust my whole project. Since my job is meta - I create but I also teach others how to create, I've come to terms my approach isn't the standard, but works for me. When I teach, I try to use myself as the "what not to do" example so my learners can see why it may not be the best approach and why they should do it another way. Since I like options (and adults do too) I always give my learners options and the flexibility that they should do things in a way that makes sense to them - get the basics and adjust for you.
Thank you so much for all the thoughtful comments. I’m really appreciating the perspectives being shared.
It can certainly be challenging for ADHD brains to find our place and feel fully seen and valued for what we bring to teams and organizations.
I’m curious, what’s one thing you wish your workplace did better to support ADHD or neurodivergent ways of thinking at work?
Thanks!
