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Supporting neurodivergent social workers in supervision

Neurodivergent social workers are part of every workforce. Supporting them effectively through supervision means knowing how best to work with them.

Supervision

This resource supports increased understanding of neurodivergence and offers ways to support anyone in the social care workforce who is neurodivergent. It is for supervisors and leaders, and for those who want to support neurodivergent colleagues. 

Neurodivergence is a broad term and refers to people who think and learn differently. It includes, but is not limited to, autism, dyslexia, and attention deficit hyperactivity disorder (ADHD). People who are neurodivergent often face challenges like memory, focus, and communication.

Supervisors need their own space to reflect. They have to balance managing, teaching, and supporting their teams, while handling the emotional impact of the work. It’s a tightrope act: managing busy teams and rising workloads without burning out.

Supervisees need their supervisors to be able to adapt their supervision style to meet their individual needs. Neurodivergent social workers may struggle with regulating intense emotions, be very self-critical, and are more likely to experience stress and burnout.

Understanding how to support neurodivergent social workers will help you think about how to adapt your supervisory style in ways that meet their needs. 

A study by Doyle (see references) highlights the need to support neurodivergent social workers, who are estimated to make up 15 to 20% of the workforce. 

Creating an inclusive workplace can help neurodivergent staff thrive. You can: 

  • learn about neurodivergent conditions - understand the strengths, challenges, and helpful adjustments for conditions like autism, ADHD, and dyslexia 
  • offer flexibility - remote or flexible hours can help meet diverse needs, but remote workers may need extra support 
  • communicate clearly - use simple language, written guidance, and give time to process information 
  • provide structure - routines and clear expectations help with focus and organisation 
  • offer supportive tools - noise-cancelling headphones, quiet spaces, or assistive technology can boost productivity

Supporting neurodiversity shows that you value the unique strengths of individual staff members.

Recognise the skills neurodivergent team members bring. You encourage inclusivity in the workplace when you: 

  • encourage self-advocacy by creating an environment where staff feel comfortable sharing their needs 
  • provide neurodiversity awareness training to help reduce stigma and build inclusivity
  • promote teamwork and include diverse perspectives, as this often leads to fresh ideas
  • give constructive feedback by focusing on specific actions and solutions rather than personal traits
  • model inclusivity by showing respect and support for all team members

Supporting neurodiverse staff requires personalised approaches.

Read more about sources for supporting a neurodiverse workforce, including continuing professional development (CPD) guidance.

Understand more about how to talk about neurodiversity using language neurodivergent people support.

References: Supporting neurodivergent social workers in supervision

Curnow, E., Rutherford, M., Maciver, D., Johnston, L., Prior, S., & others. (2023). Mental health in autistic adults: A rapid review of prevalence of psychiatric disorders and umbrella review of the effectiveness of interventions within a neurodiversity informed perspective

Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125.

Research in Practice. (n.d.). Practice supervisor development programme (child and family social work).

Tomczak, M. T., & Kulikowski, K. (2024). Toward an understanding of occupational burnout among employees with autism – the Job Demands-Resources theory perspective. Current Psychology, 43, 1582–1594.

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The resources have been developed by Research in Practice in collaboration with DfE.
Published: 27 February 2025
Last updated: 27 February 2025