We asked our Coach Trainer Rebecca Daniel about what Neurodiversity is and why awareness of it is important to coaches. This is what she told us….
There has been a rise in the exploration, understanding and questioning of neurodiversity in the last decade and I would also argue that it has continued to become a topic of discussion in the last five or so years; and rightly so.
There has been a rise in the exploration, understanding and questioning of neurodiversity in the last decade and I would also argue that it has continued to become a topic of discussion in the last five or so years; and rightly so.
Neurodivergence is not by any means new; however, the concept and topic are still relatively new terms to many. Those in our society who are unfamiliar with the term are trying to understand and correctly articulate the concept in order for us to create a more inclusive society, which supports those who are neurodiverse, so they are not excluded and can thrive in all areas.
Definitions state that “Neurodiversity is the idea that some people’s brains are ‘wired’ differently and that these differences are simply variations of the human brain” - Child and Adolescent Mental Health Services.
In simple terms;
We’re not all the same. We are born uniquely different, but in some ways there are some commonalities in each of us. We all have talents and strengths, but at the same time we all have differences and areas of growth. Those who are neurodivergent can draw on their talents but at the same time, their differences can also disable them as their areas for development can be more pronounced.
Interestingly, 90% of disabilities are not visible and this includes those who are neurodiverse. Unless someone chooses to disclose their needs, we may never know, and this is also something to bear in mind when communicating with our coaching clients.
Examples of conditions/labels that are considered a neurological difference are: Autism Spectrum Disorder (ASD), Aspergers, Dyslexia, Dyspraxia, Dyscalculia, Irlen Syndrome, Tourette’s Syndrome, Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD).
Some other conditions such as Schizophrenia, Obsessive Compulsive Disorder (OCD), Borderline Personality Disorder (BPD), Bipolar Disorder can be classed as a form of neurodivergence too.
The world we live in is full of neurodiverse people, even the most famous amongst us. Did you know that:-
How fascinating!
As a former teacher, during my days in the education system, I came across many young people and adults who were either diagnosed or undiagnosed with a neurological difference. I grew up being in awe of my mother, who has epilepsy (a neuro-difference), and the struggles she faced managing her condition in order to thrive in her career. I was always dissatisfied with the support, or lack of, and the knowledge, or lack thereof, which surfaced when her condition became a topic of conversation.
During my transition from the classroom into professional coaching I was fortunate to join a team of coaches who specialised and worked with the neurodiverse community. It really began to open my thinking and develop my coaching and training skills in this colourful and diverse world we live in. And what a fascinating arena to be amongst. Amidst this exploration, it became apparent that a greater level of support was needed to understand the concept of neurodiversity more in order to be more inclusive, showcase equality and diversity and work on addressing our biases on the various intersections which form our communities. Neurodiversity being one of many.
It’s common for individuals to use the incorrect term when discussing neurodiversity and often, interchangeably, the terms neurodiverse and neurodivergent are used as synonyms for each other. However, they both don’t mean the same thing.
Neurodiversity refers to the concept around the differences in our brain functionality (and acknowledges all individuals and not a particular group). Neurodivergent is used to describe an individual whose brain functioning differs from that of a neurotypical "normal" person.
Neurodiverse refers to a group of people with non-neurotypical brain functioning and neurotypical represents a person whose brain functioning is considered to be "normal" or "typical" and their behaviours fall within societal standards and expectations
A common misconception is that a neurodivergent person also has a mental health condition and it’s important to address that this is not always the case. What’s important to note is that employment law recognises neurodivergence within the context of employment and the workplace and The Equality Act 2010 protects many neurological conditions and protects individuals against disability discrimination for issues often referred to as ‘hidden disabilities.’
Interestingly, 90% of disabilities are not visible and this includes those who are neurodiverse. Unless someone chooses to disclose their needs, we may never know and this is also something to bear in mind when communicating with our coaching clients.
Take a moment to reflect on the people in your life; both personally and professionally and consider whether they could possibly be neurodiverse, including yourself. It’s very common for adults to go undiagnosed or receive a formal diagnosis later in their life. This could create another layer of complexity when engaging in coaching and building rapport.
So, what can you do?
At the start of any coaching journey with a prospective or new client to create that added layer of trust, safety and inclusion I ask:
● “Is there anything you would like to disclose which could enhance our coaching relationship?”
● “For our coaching sessions to be successful for you, how would you like me (as your coach) to be?
● “And how would you (as the coachee) need to be?”
I share my knowledge, skills and experiences with my clients to help them to feel psychologically safe to disclose their needs should they wish to do so, without pressure or attachment.
Based on my experiences of working with and coaching clients with neurological disorders, there have been many common areas for growth which have been obstacles for many of my clients, such as: stress and time management, difficulty concentrating, poor organisation, struggles with navigation or memory, physical difficulties (inc. poor motor control skills and balance), Numeracy which includes financial management, Literacy which includes social interactions and communication plus developing new and existing relationships. It is necessary to state that these obstacles are also common hurdles for many neurotypical individuals too; however, the difference is that for some neurodiverse clients, these areas are heightened.
During my coaching sessions, there have been various strategies which I have implemented to support my neurodiverse clients in accessing and engaging in the coaching process. Being open-minded and flexible is essential as not all clients experience the same difficulties and therefore require different approaches; however, hopefully some of these strategies may open up possibilities for you to address or implement into your coaching practice.
1) Be clear and direct, using concise sentences and in some circumstances, avoid using jokes, sarcasm or ambiguous statements - if your client has autistic traits be aware that they may struggle with their social and communication interactions finding it difficult to understand body language, tonality and phrases.
2) Use short sentences in written communications - for clients who are dyslexic lengthy text can be a challenge. Ask your client how they would like you to communicate with them; some may choose texts, voice messages or an “old fashioned” telephone conversation - remember those! In the event that you need to communicate via email etc, paragraph your text, highlight or bolden keywords, and in some instances, use a different font colour for emphasis. Stick to sans serif fonts such as Arial, Comic Sans, Verdana, Tahoma, Century Gothic, Calibri and Open Sans as letters can appear less crowded. If you wanted to step it up a notch, ask which font size they would like too.
3) Combine the use of diagrams or instructions - for those who prefer visual learning this can really help to digest what is being communicated.
4) Use closed rather than open questions, where appropriate. Closed questions seek specific, brief responses which as a coach may not always be helpful but use your judgement to decide how you phrase your questions. You may use closed questions to gain commitment and to confirm what has been said.
5) If you are coaching in organisations where there are several ‘cooks in the kitchen’ be sure to keep everyone up to date / in the loop / included in decisions and changes. Organisation and communication can be a particular area for growth for many neurodiverse people and therefore it’s important that they feel included and part of any decision-making.
If this is your starting point and you are increasing your awareness, thank you for taking the time to read this article. If you are already on a journey of discovery, you are seen and acknowledged for continuing your exploration, once again thank you.
I believe some things to consider are:
1. We are all responsible for educating ourselves on the concept of neurodiversity.
2. We are all responsible for creating inclusive and equitable environments, which includes those who are neurodiverse.
3. And most importantly, it’s not ok to remain ignorant to the neuro-differences people have and omit making reasonable adjustments.
I am sharing this piece for all those who are keen to ‘do the work’, just like I have and continue to do. I believe educating ourselves so we can become part of a bigger change that is needed in society should be our social responsibility
In summary;
We all have traits and behaviours which impact on our personal and professional lives and being neurodivergent is no different. Actually, those who are neurodiverse experience struggles as well as the ability to use their differences to their advantage.
Being inclusive and demonstrating this through your practice is important. Yes, it takes time. Yes, it may mean that you are required to challenge your thinking and your approach. And yes, it will most definitely raise a few questions as to how you grow in your own coaching practice. But that’s the beauty of learning and growth…and when we learn and grow, the knowledge we acquire is transferred to our clients and the people they interact with, whether directly or indirectly. This ripple effect is where the magic happens.
So, what action are you going to take to be part of the change?
See our downloadable “Action Learning Sheet” to accompany this article here: NeuroDiversity in Coaching Worksheet
Suggested Reading:
Author Bio: Rebecca is an ICF ACC Transformation Coach, Coach Trainer on The Coaching Academy’s Coaching Within Education Programme, Coach Supervisor (in training), Neuro-Linguistic Programming and DISC Behaviour and Personality Profiling Practitioner as well as being a Mental Health First Aider and former Teacher. As the co-founder of The Coaching Catalysts, she passionately helps heart-centered and purpose-driven female professionals to thrive in all aspects of their lives by prioritising their mindset and wellbeing so they can be truly fulfilled. Alongside her work; Rebecca is an associate coach for a not-for-profit organisation, Genius Within CIC, supporting professional neurodivergent adults to thrive in their personal and professional lives.
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