Creative
Differences
A handbook for embracing neurodiversity
in the creative industries

Creative
Differences
A handbook for embracing neurodiversity
in the creative industries

Universal Music has collaborated with illustrator
Megan Rhiannon to create the imagery usedthroughout the handbook.
www.megan-rhiannon.com

Second Edition

I wish a word like ‘neurodiversity’ had existed when I was younger, because there
were plenty of other words that got thrown around in its absence. Neurodiversity
means to be part of the diversity of humanity as a whole. It means different,
not flawed – and everyone is different. That's something I could have done withknowing as I grew up.

“
I wish a word
like ‘neurodiversity’
had existed when
I was younger...
”

At school the phrase I heard most commonly associated with my dyslexia
and dyscalculia was “learning difficulties”; not exactly helpful, or accurate.
It was hard; I had to find a way to make life work for me. In maths I would learn
the pattern of the questions, because it was easier, for me, than dealing with thenumbers themselves.
My first job was in a bar and I still remember the sting of shame when the manager
realised I couldn’t count change. In the end, I used visual memory to devise myown way of doing it and I became a pretty good barmaid actually. I know I have an
intelligence, a certain type of intelligence, but it’s visual and auditory; I remember
and respond to colours and textures, to musical notes, not dates and names.
My thoughts are disordered, not especially logical and not at all linear – but that’s
okay, they take me to more interesting places. As an artist, I think it’s a self-evident
truth that not thinking like everyone else is positive and beneficial. But even as
I grew up, started doing something I love and even achieved some success, I still
felt that there were these labels people could throw at me. People would talk as
if my songs, my achievements, my career etc. had been achieved despite things
like my dyslexia. But I was thinking, might it not be because of those things?
Neurodiversity might well fit more comfortably in a creative environment thanother areas, but it exists in all walks of life and positive attitudes towards it canhelp all of us.
It would be wonderful if people could walk into jobs and be honest about how
they move through the world. And that the fact they see things differently could
be an asset. Because ultimately, wherever you work, and in all aspects of life,
the key to happiness and success is an environment where everyone is encouraged
to be not only their best self but their true self.

Florence Welch

Introduction

Introduction

7

Introduction

When we launched this handbook, back in January 2020, we hoped it would
be a helpful resource for embracing the talents of autistic people and thosewith dyslexia, ADHD and other forms of neurocognitive variation – so-calledneurodiversity – within workforces in the creative sector.
The reaction to the book was beyond our wildest dreams. We’ve heard frompeople and companies across the world – and not just within the creative
industries. As well as many parents and schools, a police force and speed
camera operator are just some of those who have been in touch.
Then something else happened which we weren’t expecting: the world wasturned on its head by a global pandemic.

“
There is no doubt
we are still atthe beginning.
”

For this second edition of Creative Differences, we have again been guided by,
and have learned from, people with lived experiences. We have returned tomany of those who contributed to the first book to ask how they think the worldof work has changed, drawing on their insights to update the recommendations
we feel are still applicable to the creative industries.
It's widely accepted that around 15% of the population has one or more of
the neurodiverse characteristics explored in this handbook. In the creative
sector the figure may be double that. But while there is recognition that worldchanging ideas come from people who think differently, according to the
Office for National Statistics, just 21.7% of autistic people are in employment.
There has clearly been progress since 2020 – more organisations are talking
openly about neurodiversity and at Universal Music we have seen a significant
increase in disclosures amongst both staff and people applying for roles –but there is no doubt we are still at the beginning. So we hope our updated
recommendations – covering 10 areas including recruitment, mentorshipand career progression – will continue to be a useful practical resource.
Recent changes in workplaces have brought with them positives aroundflexibility, openness and understanding – developments we’ll explore in thefollowing pages. But there has been no change in our most important learningfrom this work: the fundamental importance of kindness and respect incompany cultures.

David Joseph CBE,
Chairman and CEO, Universal Music UK

9Introduction

We need to talkabout neurodiversity
Neurodiverse (ND) and neurodiversity refer to the infinite variation incognitive functioning that can lead to differences in thinking, attention andmemory. This handbook explores the experiences of people with specificfacets of neurodiversity such as ASD, ADHD, dyslexia, dyscalculia, dyspraxia
and Tourette Syndrome (for definitions of these, see page 109).
For some, there’s a problem with words like ‘neurodivergent’. It’s a catch-all,collective term for very different traits with an infinite amount of variation.
In general, except where making a direct quote, we do not use terms suchas ‘neurodivergent’, ‘neurotypical’ and similar, as these phrases can emphasise
difference and ‘otherness’. As Thomas Armstrong PhD, author of The Powerof Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain,
put it, “there is no standard brain”.

Double negatives
Thomas Armstrong pointed out tha
t the language of neurodiversity has
inbuilt negativity. The ‘D’ of ASD is‘disorder’. ADHD has not one negativeword, but two (deficit and disorder). The names may have stuck, but
it’s important that we challenge som
e of the conventional norms as thenarrative finally moves towards pos
itive recognition. Possessing traits
which are not seen as ‘neurotypical’does not mean those traits are not‘right’ or ‘normal’.

11Introduction

We’re not all Rain Man
Pop culture references and conventional wisdom can be damaging.
For people with autism, movies like Rain Man brought an expectation of
genius-level ability hiding just out of sight. Kim Peek, the inspiration behind
Dustin Hoffman’s character in Rain Man, wasn’t even autistic. Some people
with autism do possess incredible abilities, but lots of people possessincredible abilities – and they aren’t all placed on pedestals.

Introduction

The legacy of diagnosis

osis and affect
The era in which you were brought up can impact diagn
in the 70s;
later working life. Dyslexia seemed the ‘go-to’ diagnosis
the option
havelyin the 90s it was ADHD. Today, parents increasingndant on wealth.
of paying for swift diagnosis, often making support depeand
Whether you are diagnosed, what you are diagnosed with
them.
see
you
its severity can depend on who you see and whena new foundThe impact of diagnosis can be positive or negative, giving
t highlighting
confidence and personal understanding to some, whils
self-esteem
difference and enhancing feelings of isolation and low(especially without proper support) to others.

The dyslexic autistic
Intersectionality – that is, having more than one neurodiverse trait –is very common, and it can sometimes make specific diagnoses
difficult. That can be a problem for any organisation whose processes
are built around specific labels. But it doesn’t have to be an issue at
all when you take a holistic approach to inclusivity because it doesn’t
matter what the labels are.

Keep it secret?
In a supportive environment, disclosure can be a positive and rewarding
experience. But if neurodiversity is not talked about in an organisation,
you don’t know whether to expect a positive or negative response to
your disclosure.

1213Introduction

Introduction“
People with ADHD
characteristics are
more likely to reachhigher levels ofcreative thought.
”
The links between creativity and neurodiversity
You don’t have to look too hard to find long lists of incredibly successful
and influential creatives who think differently. Steve Jobs, Steven Spielberg,
Agatha Christie, Richard Branson, Mozart, Picasso, Stanley Kubrick,
Marilyn Monroe and Andy Warhol all have (or are reported to have had)autism, Asperger’s, dyslexia or ADHD. Recent additions to that list haveincluded Dr Maggie Aderin-Pocock and Greta Thunberg as well as a hostof recording artists.
But is it simply the case that any pool of people will inevitably feature
a breadth of neurodiversity – or is there something about neurodiverse
conditions that ‘powers’ creative achievement?

14

15

Introduction

Creative thinking requires a ‘toolbox’ of capabilities. A person’s
neurodiversity appears to affect the size and contents of that toolbox.
Research shows that, for example, individuals with ADHD outperform
others when thinking creatively. Autistic traits may put an individual
at an advantage when generating ideas. They may not generate as manyideas, but the ideas they generate are truly novel, skipping the obvious
and launching straight into the ‘blue sky’.
It’s not just in the generation of ideas where neurodiversity can offer
something more. Studies have shown autism can spark greater verbal
creativity. In his 2004 book Creativity Is Forever, Gary Davis identified
22 reoccurring personality traits of creative people and found a significant
overlap between those traits and behavioural descriptions of ADHD.
The conclusion, as the book notes, is that “people with ADHD characteristics
are more likely to reach higher levels of creative thought”.

Perhaps author Malcolm Gladwell best summed it up when he spoke
about the power of what he called ‘desirable difficulties’. “We see so many
entrepreneurs who have dyslexia. When you talk to them, they will tell
you that they succeeded not in spite of [it], but because of it.”16“
We see so many
entrepreneurs who
have dyslexia. When you
talk to them, they will tell
you that they succeeded
not in spite of [it],but because of it.
”Introduction

Background19

BackgroundAs part of our wider inclusion programme at Universal Music UK,
we commissioned the first comprehensive piece of research on ND
experiences within the creative industries. The ambition was two-fold.
First, to provide insight into the existing perception of neurodiversity
within the sector; and second to identify practical steps organisations
can take to attract, support and retain talent.
This handbook comes from the heart of the creative sector,
with contributions made from individuals across our community.
In 2020 we published our findings with the goal of advancing theprospects of the differently abled. It is primarily a handbook by
a creative business for creative businesses, which we have used
to make practical change within our organisation, and have been
heartened by stories that others have done likewise.
Neurodiverse traits such as dyslexia, autism or ADHD help us put
the diversity in neurodiversity, and if we don’t embrace that,then we’re doing a vast disservice to a great many people andmissing an enormous opportunity to benefit from their abilities.

21

Background

BackgroundIn making our recommendations we were guided by the following themes
arising from our research:

One size never fits all
Organisations need to be flexible – in terms ofworkspace,conditions, communication, management andmore –
in responding to individual needs.

Think holisticallyn.
the whole organisatio
Change can benefit

Keep talking

Talking is conta
gious

ach stage
gue across e
lo
ia
d
r
la
u
g
dividual
Maintain reeeds of the in
n
e
th
to
r
ilo
y, ta
of the journe
anges.
necessary ch
t
n
e
m
le
p
im
and

Organisations th
at talk about neurodiversity via
sessions and stawareness
aff training not
only raise genethey create an enralunderstanding,vironment that
better enables
disclose a cond
individuals toition.

Resist imposing solutions

It’s important not to general
ise and ‘parachute’ in well-m
eaning adjustments
without the full involvemen
t of the individual. Change
designed by staff
working together will be more successful.

Avoid ring-fencing

ere all staff
We need to create environments whd’.
can flourish without feeling ‘othere

22

23

BackgroundWe have now reached a point where some UK employers are hiring
specific ND skill sets for specific tasks – for example, employing teamsof autistic employees for data and computer skills.
Some have pushed back against this on the basis that it highlights the‘otherness’ of individuals, not inclusion. This is clearly a work in progress,
but the idea of asking for specific ND talents has to be taken as a general
positive. It’s certainly something that would never have happened 10
years ago.
For neurodiversity to not simply be tolerated or accepted but to bevalued and welcomed, organisations need to aim for what Dr Nancy
Doyle, a chartered psychologist with a specialism in neurodiversity,
described as “systematic inclusion” in Personnel Today.

Background

When an organisation reaches this level its ND-inclusive practices are ‘baked into’
the organisational structure and into its people’s thinking. For example:

Reasonable adjustments are established(and implemented) at induction.

ed to help
ring is well establish
Coaching and mento
integrate,d help all individuals
an
r
tte
be
e
ag
an
m
s
managerd.
progress and succee

Educating the whole team helps cre
ate a supportive environment,
where individuals know there is understanding of tics and stimming,for example, or their need for a quiet workplace.

No obligation to attend social events but ensuring those that areheld let everyone get involved without feeling exposed.

Lack of eye contact isn’t an autom
atic negative
at interview.

24

25

Background

Have we started
a new era of working?
Unprecedented shifts in working life have happened because of the pandemic.
It has accelerated great change in the way we work, and office life. Flexible
and hybrid working is more widely accepted and adopted than ever before.
Many of us have greater choice in where and how we spend our working hours.
There seems little doubt this flexibility can bring many benefits but there arealso challenges to be aware of.

Background

For the Neurodiverse community, these changes to working practices
have had a particular impact.

Time to reflect
Emma Case, the founder of Women Beyond The Box said, “It wasn't
a surprise to hear many of my neurodivergent clients talk about how
they were now feeling calmer and less distracted, resulting in more focus.
This shift away from the daily commute and office-based working had
a positive impact on both their mental wellbeing and output.”

Emma highlights, “What is often left out of this conversation isneurodiversity through the lens of intersectionality. The experience of being
both neurodivergent and Black in the workplace presents its own unique setof challenges. It's having to navigate the very real experience of both ableism
and racism and how this impacts a person's ability to thrive within an officeenvironment.” Working from home temporarily alleviated this pressure.
Not having to deal with social interactions, office politics and commuting
and the energy they require to navigate was cited as a positive by many.
As music industry professional Andy Edwards says, “Socialising sucks a lotof energy out of me because it's a cognitive process, not an intuitive one
for someone who is autistic. I love socialising as much as the next person,
but lock down enabled me to pace myself, and do it in smaller doses whilestill being impactful.”

26

27

Background

There have been positives

BackgroundAnd also challenges

Megan

Pip

“Everyone seems to be a little more aware that most have more goingon than is obvious at first glance and are more patient as a result.”“As a dyslexic, I rely a lot on visual cues soeverything being virtual is more challenging.”

“

Neil

Emma
“It confirms that we can work differently and accommodate the needsof individuals without compromising our work – something people
with invisible disabilities were pushing for prior to the pandemic.”Andy“Not having to worry about face-to-face meetings means
you can really do a deep dive into the stuff you're working
on. It also means you can be more selective and purposefulwith the meetings you have and the events you attend.”

28“Communal bonding and play are really important for creativity.
When everybody's transactional through instant messages
and team calls, you don't get that camaraderie that you mightby spending time in each other's company. Also, the volume
of messages, notifications and distractions can be particularly
overwhelming for ND people.”

Andy“The random connections that you make in the industry
are vital and so many opportunities in all of our careers
come from bumping into someone and introductions.”29

BackgroundA few of our interviewees talked about how the change in work practices
has resulted in a greater understanding from employers as well as increased
confidence for employees, who feel more able to ask for what they need.

“
The pandemic
has pushed lots ofbusinesses to be
more empathetic totheir workplace asa whole and realisethat everyone's got
different challenges.
”
Pip“The pandemic made people a little more open and forgiving, I think
everyone seems happier to talk about shifting timelines, a little more
understanding of “bad” days,” said Creative Differences illustrator
Megan Rhiannon, whose new lockdown-inspired work is on p24.

While the flexibility of home working was largely cited as a positive, there
were reports of online communication being difficult. As Neil Milliken,
Global Head of Accessibility & Digital Inclusion at Atos, says:“The amount your brain has to process to interpret meaning and emotion
when you’re online as opposed to in person, when you can only see partof the body and you don't get all of the other subtle signals, is significant.”

Pip Jamieson, the founder and CEO of the The Dots, added that homeworking can disrupt the ability to foster a cohesive team. She said:“I have quite a neurodiverse team and working from home is great
because it’s comfortable, but is it great for our mental health long termthat we're not interacting much? I don't want to force my team backin [to the office] but I actually do see them happier when they are in.
Is [flexible working] going to build a cohesive, happy team, long term?
I think the jury's still out.”

31

Recommendations

Recommendations

Our ND panel
Over the following pages you’ll explore the reallife experiences of our neurodiversity panel.
Their names have been changed to protect theiridentities, but roles, words and specific conditions
are authentic.

01.
First steps
The barrier
The level of awareness and understanding about neurodiversity
and individual needs is low across UK workplaces.

In real life
Faisal“The more companies say that they have an understanding policy in place
for neurodiverse conditions, the more people will feel encouraged toapply for jobs. Employers just need to ask their employees what they need,and form close emotional relationships with all employees so those
discussions are easier and more likely to happen.”35

Recommendations

David

“
You can see thedifference between
box-ticking and people
being really committed
and seeing the value
in diversity.
”
Holly“I talk a lot which means others sometimes do not
get the chance to speak. The thing is, I don’t really
notice when I’m doing it, so I appreciate colleagues
calling me out (in a good way!) and telling me to let
someone else speak.”

Holly“Having diverse teams makes sense for business.
Being successful means innovation and staying one
step ahead, and businesses can’t simply be made up
of one group. Yet although many things have changed,
recruitment still hasn’t. Many neurodivergent people
are self-employed because they feel they haveno choice.
You can see the difference between box-ticking
and people being really committed and seeing
the value in diversity.”

37

Recommendations

Recommendations

Positive changes

Deliver neurodiversity awarenesseducation to all employees:
Initiate a clear and open strategy to increase
understanding by taking neurodiversity training
and awareness company-wide, so individuals
can understand their colleagues’ needs but also
articulate their own. Ensure training is led by, or atleast involves, people with neurodiverse conditions.
Make this handbook available to all staff.

Create a neurodiversity policy or makeneurodiversity a distinct part of your current
inclusion policy:
Build neurodiversity into your current inclusion policy, such as the following
sample wording: “We also recognise the importance of diversity of thought
within our teams and are fully committed to embracing and maximising
the talents of autistic people and those with dyslexia, ADHD and otherforms of neurocognitive variation. We will always seek to make appropriate
adjustments to recruitment, workplaces and work processes to be fully
inclusive to people with different needs and working styles. If you need
us to make any reasonable adjustments for you from application onwards,
please contact us.”

Foster a safe,
understanding
environment:This can help create an environment open
to disclosure – although you should not
make disclosure a requirement.

Create an action plan forneurodiversity inclusion:
Alongside offering mentors within the team,consider nominating or training a ‘point person’or ‘neurodiversity patron’ from senior leadershipto sit on a neurodiversity board. If you havea helpline/employee wellbeing service, ensure
the service has had ND training.

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39

Recommendations

02.
Recruitment
and application
The barrierStandardised and rigid application processes won’t suit every applicant.
When you overload the working memory and add stress into the mix,
you risk “exaggerating their weaknesses and reducing, if not eliminating,their strengths”. (Westminster AchieveAbility Commission report)

41

Recommendations

In real life

Bea“
I feel thatinterviewers can see
my neurodiversity
but they don’tnecessarily
understand it.
”“I have struggled with interview and application
processes. I feel that interviewers can see
my neurodiversity but they don’t necessarily
understand it. For me, it was really useful to beoffered the choice between making a film,
a collage or a regular application. I was the only
one who did a collage, but it suited my strengths.”

Clara“I don’t like plans being changed
at the last minute, so when I arrived
at the interview and was told I would
actually be having two interviews
it threw me off. It would have been
so much better if I’d been told in
advance and had time to prepare.”

Bea

43

Recommendations

Recommendations

Positive changes
Diversify the way you advertise, receive applications and assess applicantsso opportunities are accessible to everyone.

Ian“Unrealistic job specifications are immediately
off-putting. Asking for someone who is ‘highly
creative’, or ‘an extrovert’ as well as being ‘detailorientated’ and ‘on time’. I’m creative – I’m an ideas
person – but I can’t do these other things.
Who can?”Promote yourself
as a neurodiversityinclusive employer:

Advertise elsewhere:

And then make sure youractions back that up.

Look beyond ads on text-heavysites like LinkedIn. Use visual
platforms like Instagram too.

Gaynor“Being able to go and see a space
before the interview (even just on
photos) would be helpful. Interviews
are challenging enough without
being overwhelmed with newspaces as well.”Rework job descriptions:
Split job skills into necessary and desirable. Keep theformat clear and concise. Remove unnecessary wordinessbecause asking overcomplicated questions can lead toworking memory overload. Remove references to any
specific cultural fit of the company.

Creative employer“Putting structures in place to help
neurodiverse people has actually
helped everyone. It’s createda better working environment
because the expectations andparameters around our work havebecome clearer.”

44

Offer flexible application formats:
Be open to alternative application processes(e.g. video or artwork). If you use an online form,
ensure it can be spell-checked and grammar-checked.

45

Recommendations

Recommendations

Carefully consider the useof psychometric tests:

h neurodiverse conditions.
They can ‘disable’ those wit

Make reasonable adjustments:
If you are running an interview, consider the following adjustments.
Remember, don’t impose these – ask the individual if any of themwould be of benefit:– Seeing questions in advance.
– Having additional time to read/prepare.

Revise candidate selection:
Use a diverse panel to avoid unconscious
bias creeping into the selection. Even better,
consider removing details like name, age andgender from the applications the panel see as
they can all feed bias.

– Visiting the place of interview in advance and giving clear directions
to the interview location.
– Requesting that the interview takes place via video call or ina different space.
– Offering an interview time that doesn’t require travel in peak hours.
– A preparatory phone or video call to outline the interview process.
– Being accompanied.

Be transparent about your assessment process.
At interview:Ask clear, direct questions.

Offer interview alternatives:

Consider whether a trial, a presen
tation or short placement would
deliver better results than an intervie
w. Ask the individual what
would help them deliver their best.

46

Keep improving:
Gather feedback on the changes
you make and explore alternative
processes for continual improvement.

47

Recommendations

03.
Joining the team“
I wish somebody
could have
explained theunwritten rules
to me.
”Ang

49

Recommendations

Recommendations

Positive changes

The barrier

Discuss:

There is limited discussion around individual
needs when first settling into organisations.

Ensure every starter has a thorough and structured discussion about
their functional, emotional and social needs. Encourage individuals
to ask for what they need and establish a culture of self-advocacy(i.e. everyone should feel able to ask for what they need).

In real lifeAng“When I first joined the orchestra I found it hard joining a newgroup of people that had already formed bonds. They already had
their group dynamics and unwritten social rules – and everythingchanged again when we went on tour. I wish that somebody could
have explained [the rules] to me.”Take a tour:
Give every new starter a thorough,structured tour of the environment,
including key areas of the building,breakout rooms, available tools andthe individual’s own workspace.

Introductions:
Ensure every new starter meetsthe head of inclusion and yourneurodiversity panel, if you
have them, as well as a dedicated'point person'.

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Recommendations

Recommendations

Offer functional support:

Address emotional needs:

Give everyone the opportunity to ask for job support e.g. someone who
can help them set up reminder alerts for deadlines, or who can bringthem up to speed on any meeting they have missed. Discuss adjustments
to the environment or your standard working practices that might benefit
the individual. Offer technology that can support an employee e.g.
a Livescribe smart pen or C-Pen Reader to convert text to speech andtake notes, Speechify text-to-speech software, Trello or X-Mind to help
with organisation and provide access to Microsoft open source materials.

Establish a confidential record of conditions, prior triggers,
needs or requirements that can be shared at the discretionof the individual. Offer and direct individuals to external job
coaches or other forms of support. If an employee wishes todisclose their condition to their team, give them supportand encouragement to produce a bio of their working style.
The bio should explain how their ND characteristic may
affect work and behaviour, for instance a person with
ADHD may explain they need time to recover after an
intense period of working.

Respond to social needs:
Ensure new recruits are given the choice
to meet colleagues individually or in small
groups rather than having to be introduced
at a company meeting or ‘Friday drinks’.
Explain social norms e.g. offering to
make tea or organising birthday cake forcolleagues and offer a peer-to-peer‘buddy scheme’ to help navigate them.

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Recommendations

04.
Management
and mentorship
The barrier
There is a lack of direct and intimate communication and support
for addressing needs and strengths surrounding neurodiversity.

In real life
Gaynor“I found a mentor through a YouTube video I made. We meet
every six to eight weeks and look at how work and life are going.
Because they are also ND and have mental health issues,
they really understand my strengths, challenges and how
my brain functions.”55

Recommendations

Recommendations

Bea“The museum at which I work has a youth
volunteer programme involving people witha wide range of neurodiversity. It’s easy
for me to provide support because I can see
things from the volunteers’ perspectives.
Using picture maps helps me – and it helps
many of the volunteers too.”Holly“I am a coach, and I have ADHD. Many coaches tend
to focus on encouraging people to be more productive.
They think in terms of the business. I tend to focus on
helping the individual. So, for example, I worked with
one person who always stayed late because that’s when
they could focus, so I suggested that they come in laterand stay later.
There will always be big workplace changes(such as greater flexibility) that will benefit everyone,
but it’s equally important to understand the needsof the individual.”

Ian“I worked for an arts organisation that had adiversity policy, and my manager took the timeto understand how the policy and my ADHD
affected me and my work, and gave me support
when I needed it. One of my strengths is seeing
the bigger picture, so my manager gave me freerein to manage our social media platforms andcontent strategy.”David“Bureaucracy is my fear. My boss
recognised I couldn’t do it andput me with someone who could
help me fill stuff in.”

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Recommendations

Positive changes

Deliver the right training:“
There will always be big
workplace changes –such as greater flexibility –that will benefit everyone,
but it’s equally importantto understand the needsof the individual.
”
Holly

Make sure line managers, mentors and HR have specific neurodiversity
training that involves ND individuals. For example, when communicating,managers and mentors should learn to use bullet points, short emails
and short, clear sentences to ensure everyone can understand them.

Offer peer support:
If the individual agrees,
make sure peers understandtheir needs so they canprovide support.

Appoint mentors:
Allocate a mentor to offer support
outside the line management
structure. The mentor does nothave to be ND, although mentors
who share ND traits with thementee can be particularly
effective. Mentors outside thementee’s workplace can also
be effective.

Prevent problems:Ensure regular and honest catch
ups take place with mentor,
manager, job coach or ND-trained
HR person to address any issues
before they become problems.

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Recommendations

05.
Career progression
The barrier
ND individuals often feel that they need to change who they
are in order to progress through their company and career.

In real life

Creative employer“We’re trying to flex our structure to offer different career
paths for different kinds of people with different skills.
There’s no reason why ND individuals with neurodiversity
can’t progress – they just might need a different path.”61

Recommendations

Positive changes

Personalise personal development plans:
Create personal development plans for individuals addressing short and longterm career and life goals, avoiding standardised job descriptions.

“We’re trying to flex
our structure tooffer different career
paths for different
kinds of people withdifferent skills.
”
Creative employer

Create new progression paths:
Support employees to achieve their potential by shaping career
progression paths to their needs and strengths. Not every careerneeds to progress the same way. Open up non-linear progression
paths to support diversity of opportunity, creating a system thatcelebrates and promotes everyone’s neurodiversity.

Refine the application:
If progression requires anapplication, ensure yourapplication processes areinclusive. See page 39.

Lead by example:
With their permission, let the ND
individuals in your organisation
act as internal and external rolemodels for career progression.

63

Recommendations

06.
Retention
The barrier
A number of our panel have been through periods where they’ve found it
difficult to hold down a job for a long time. Often, that’s been because they
have felt unwelcome, not fully integrated or not valued by their team.

In real lifeAng“When I disclosed my condition on social media
I got a varied reaction at work. Some colleagues
were understanding and supportive; others didn’t
believe me. Some bullied me.”Bea
“My dyspraxia, dyslexia anddyscalculia have made it harder
to find work, and I’ve lost jobs
because of my conditions.”65

Recommendations

Ian“I had a difficult time with one line
manager who would take me aside
for writing one word wrong in an
email. When I eventually quit I didn’t
receive any support from HR.”“
I’ve lost jobs
because of myconditions.
”
Bea

David
“I move organisations a lot – but I
enjoy that. I’m hired to solve problems
creatively. Once the problem has beensolved, I don’t get a kick out of running
the systems I create. I want to find new
problems to solve.”

Creative employer“We had an employee who I strongly suspect
was autistic but they never disclosed it to me.
In hindsight, we could have communicatedin different ways. What people took as
uncommunicative or unhelpful could havebeen handled in a different way. We need totry and help people to be open and clear andshare diagnoses. It’s positive for the company
to know, certainly not the opposite.”67

Recommendations

Recommendations

Positive changes

Assess the problem:

Value difference:

Not every employee who moves on will feel pushed out. It’s important
to know whether retention is your organisation’s problem or the individual’s
choice. Ask them.

Implement role model and buddy schemes with other
ND employees to ensure difference is valued at all levels.

Review performance:
Hold quarterly reviews of
the individual’s personalised
development plan and personalneeds to ensure agreed changes
have been actioned and toreview their effectiveness.

Review training:

Learn from exit interviews:

Ensure the training you deliver
results in everyone in theorganisation feeling better able
to support one another.

Use the exit process to reflect on the experiences of ND
individuals within the company. Interview alternatives
should be offered, such as written or audio. The exit process
should take a 360 approach, interviewing peers, direct reports
and line managers. Ensure each instance is properly reviewed,that learning points are identified, and that changes are madeas a result of them.

Review integration:
Do all the individuals in your organisation feel welcomed, integrated
and supported by peers? What is the risk of them leaving?
Regularly review happiness and wellbeing via:
– Performance reviews– General conversation– Broader staff surveys

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69

Recommendations

07.
Freelancing
The barrier
The independent and transient nature of freelance work can be liberating
and suit some people perfectly. Indeed, we found that many of ourinterviewees had either opted or felt forced to work freelance to reach theirfull potential. But for many it can also prevent client/employer understanding
and inhibit the forming of supportive relationships.

In real life
Gaynor“I would struggle with a 9-5 job rather than my current freelance set-up.
Cities, the office setup, lighting and noise are difficult for me, as wellas the office culture and lack of flexibility. Being a freelancer means I canwork from wherever is easiest, go to therapy without disrupting my workday, and I don’t feel that anyone is looking over my shoulder.”71

Recommendations

David

“
I would struggle
with a 9-5 job rather
than my current
freelance set-up.
”
Gaynor“If you give me something interesting to do
I get obsessively focused on it at the expenseof everything else. That’s great if it’s the thing
I’m supposed to be doing and it has value but
if not then I can easily get lost. I have tried tolearn to control and harness it but it is something
employers can help me with – by ensuring they
only ask me to do valuable tasks – so I can stay
on top of my time and workload.”

Faisal“I’m open about my dyscalculia with clients and I tell them
I may need help to set a price for my work. I think people
are quite baffled initially but they tend to be nice about it.
I think it ultimately creates a better working environment –and I think it has made it easier for others to be open about
things that affect them.
 es, I probably could learn to count my working hours,Y
but I will be 60 before I own that skill, and then you candebate whether that is time well spent, when my skill set
and talents lie elsewhere.”73

Recommendations

Recommendations

Positive changes

Work more effectively:ii. For freelancers liaising with ND staff:

Employers can still provide valuable support without compromising freelancer
independence. Explore the adjustments you could make that would benefit
your freelancers. This has two elements:– Brief freelancers on the needs of any individual employee they
may be working with closely, if the individual agrees to this.
– Require long-term freelancers to complete awarenessand understanding training.
– If they agree, share the individual’s working style bio withthe freelancer (see page 51).

i. For freelancers:– With their consent, agree a format for briefing your freelancer.
Have a separate discussion with each freelancer and explore any
wider needs and adjustments.
– Provide clear briefs in the agreed format and with clear timescales
and deadlines.
– Encourage early conversations about projects, costs and timescales
to allow some flexibility (e.g. don’t ask for costs on the spot).
– Provide as much notice as you can of upcoming jobs and don’t
make last minute changes.
– Involve freelancers in inclusion training.
– Consider making inclusive feedback channels for long term
employees available to freelancers.

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Recommendations

08.
Workingenvironment
The barrier
Different types of environments and changes to the workplace(especially at short notice) can be disabling or stress-inducing.

In real life
Clara“Being allocated a quiet room I can go to when my tics arehaving a bad day helps. It stops me feeling like I’m disturbing
my colleagues if I’m making lots of noise.”77

Recommendations

Holly

“
It was impossible totune into the main
conversation when
there were so manyother conversations
going on around.
”Holly“I struggled at work after I moved to an open plan office.
The door was open and people were continuously coming
and going, there was music playing and phones were ringing.
That was my idea of hell. The weekly meeting used to takeplace in the restaurant too. It was impossible to tune into
the main conversation when there were so many otherconversations going on around.”Gaynor“I’m an internationally award-winning
campaigner but I can’t work in an officeand I wish companies would learn to create
spaces that were conducive to me being
successful. It’s a shame, because I would
be really good at so many jobs but very few
offices are accessible.”79

Recommendations

Recommendations

Positive changes

Discuss needs:

Personalise the environment:

Discuss with each individual how best to tailor the working environment
to their needs. Don’t impose adjustments just because you believe they
will help. Always explore options with the individual.

Not every environment is suitable for every individual. This can especially be
the case in creative businesses, where music and noise can form an integral
part of the workspace. To create environments that can work for everyone,
consider the following:– Individual control over light and sound (e.g. dimmers and headphones).
– If required, offer a quiet working space away from the noise ofcommunal areas.

Provide a fixed
workspace:– Offer a separate working space away from any overpowering smells(e.g. food or perfume).

Hot desking culture is common
in the creative industries, but it
doesn’t suit everyone. Where
it would benefit the individual,
provide a consistent work deskor studio space.

– Create a private space to which anyone who may occasionally feeloverwhelmed or stressed can escape. This may also help on days
when someone feels their condition or tics are more pronounced.

Clearly define spaces:
Separate and clearly define
areas for working and areas
for socialising.

Make flexible work patterns the norm:
Flexible working hours or the option to work off-site may help some people,
especially if they struggle with the noise and stress of rush hour commutes.
Offer a hybrid option, such as a video call link, in every set-up.

80

Team check-ins:
Ensure there are fixed
connection points with theteam and chat channels
for work/projects to keep
contact open, plus regularchances to be in the office
together in person.

Provide a support
system:Not everyone will feel comfortablespeaking up if there’s a problem.
Appoint someone as a designatedbuddy or “office manager” to identify
and raise issues with or on behalfof individuals.

81

Recommendations

09.
Working offsite
The barrierSpaces outside the workplace and usually in public (e.g. music eventsand tours, film locations, galleries, libraries and museums), add anelement of unpredictability and can be particularly challenging for some.

In real lifeAng“Touring is very difficult, you get little sleep and there aredifferent social layers with lots of socialising going on.
Different group dynamics and different relationships appear
and you are in a new place with new impressions andsometimes even new languages.”83

Recommendations

Positive changes

Assess risk:“
The more open weare about this themore we can makethings comfortable.
I genuinely believe
we’re richer forhaving a broadgroup of people.
”
Creative employer

Prior to offsite work, ensure individuals have the opportunity to discuss
potentially problematic situations with a line manager or mentor.

Devise solutions:Tour the location:

Anticipate challenges and agree
strategies to help individuals copewith problematic scenarios (e.g.
quieter locations to which theymight go if feeling overwhelmed).

Carry out an introductory
tour of the location with theindividual, ensuring the spaces
in which they will be operating
are clearly identified.

Clear directions:
Provide clear, comprehensive directions for navigating and accessing theoffsite space well ahead of the first visit. Adjust the format of information
to individual preference and consider using visual maps in addition to text
or spoken word.

In case of
emergency:

Maintain relationships:
Where possible, maintain consistentteams and familiar relationships.

Agree a point of contact for
emergency support (e.g. if tics
are becoming uncontrollable).

85

Recommendations

10.
Day-to-day
work practices
The barrier
Certain tasks, situations or skills (such as time management,
organisation, socialising, working routines) can be challenging
or sometimes impossible for some people to manage –and those who struggle can feel stigmatised.

In real lifeDavid“I can’t do timesheets and admin tasks like that. I used to beat myself
up over it, especially as people didn’t believe me. Now that I havea diagnosis and can explain why I can’t do these things my employer
has simplified the timesheet inputs. I get help from HR too whichmakes a big difference.”

Clara“I don’t have a fixed schedule for work. I’ll usuallywork eight hours a day, but I have the freedom
to work irregular times if I have a tic attack andI make up any lost time by doing a late night or
early morning.”

87

Recommendations

Positive changes

Support time management skills:“
Each case has to belooked at and worked
through together.
We understand thateveryone is different
and we work on acase-by-case basis.
”
Creative employer

Some people find measuring and making sense of time difficult.
This can present specific challenges in the creative sector where
deadlines and meetings are a fact of life. To address this:– Offer optional training or advice on time management,
including software (see page 50).
– Encourage individuals who struggle with time management to workwith line managers to predict time requirements (e.g. the time required
to reach an offsite location).
– Offer training on online prompts or simply a desktop clock sopeople are not reliant on teammates to provide reminders about
meeting times.
– Be clear about deadlines to avoid confusion.

Support organisational skills:
Some people have difficulty in sequencing and prioritising tasks.
To address this:– Offer optional training, software (see page 50) and advice
for anyone who has such needs.
– Encourage individuals who struggle with organisation to work with line
managers to predict needs.
– Offer peer support from teammates and fellow ND people who can,for example, provide reminders about prioritising to-do lists.

89

Recommendations

Recommendations

Support socialising:

Support working styles:

Social aspects of work can be sources of pressure and feel overwhelming
to some. To address this:The requirement to fit the standard working routine of others can feel
disruptive to some, whose optimal working hours may not match yourorganisation’s hours. To address this:– Ensure progression does not depend on an individual’s ability
to form relationships through socialising.
– Ensure a variety of optional social occasions are on offer.
– Offer private support and advice on building relationships
with colleagues and clients.

– Make flexible working the norm.
– Agree a preferred and appropriate frequency of regular check-ins
to ensure the individual feels supported.
– If the individual agrees, make teammates aware of their routine
needs (e.g. weekly coaching) to increase understanding.
– Accommodate different styles of communication.
– Provide equipment such as a laptop so work can be done at homeor in a quiet space. Provide supportive software (see page 50).
– Ensure you support different ways of learning.

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91

Recommendations

Conclusion

93

Conclusion

How do we make the most of our creative potential? It’s a question that should
concern everybody working in our creative industries, whether they’re in a highly
commercial business or they’re funded through public investment. The answer is
as relevant to a multinational media conglomerate as it is to a self-employed artist.
To see why it’s so important, you only have to imagine a world without creativity.
Nothing new would happen; there would be no original ideas; no new inventions
or advances in technology; no new products or services; no new music, games,
films, books, shows or art.

“
Creativity is sparked
when humans imagine
new concepts,
see new possibilities,
hear new sounds,
invent new ways.
”

Creativity is sparked when humans imagine new concepts, see new possibilities,
hear new sounds, invent new ways. We should nurture it. We should protect theconditions that allow it to flourish. And, above all, we should cherish the people
who make creative things happen in our lives.
Those creative humans are everywhere in our society, but sometimes theopportunity for them to achieve their potential is not. For too long, some people
have been handed an unequal deal in the workplace – even when their talent isn’t
in doubt – simply because they think differently.
Rather than just talking about this problem, the Universal Music team decided totake action. They’ve been thoughtful and sensitive in the way they’ve gone about
considering the challenge. In producing this handbook, they listened to a lot ofadvice from experts. But, most importantly, they worked collaboratively with people
with lived experiences to ensure that everything here is authentic and useful.
This guide is a powerful moral argument for everyone being able to achieve theirpersonal potential at work; it’s also eloquent in making the business case for more
inclusive ways of operating. If the advice shared on these pages is adopted acrossthe creative industries, more people will be able to flourish more often in more
workplaces. That’s good for business, but it’s good for our people too, enabling
more of us to enjoy the happy and fulfilled lives that we all deserve.

Dr Darren Henley OBE,
Chief Executive, Arts Council England95

Methodology

Scope and ambition
We wanted to produce a neurodiversity handbook which reflects the voiceof ND individuals, to specifically enable employers to create more inclusive
and rewarding environments in the creative sector.

Teams
This handbook and the data and research on which it is based
were compiled by:

Methodology–	Advisory Board: ND individuals with experience of advocacy,
working in the creative sector.
– Flamingo, an insight consultancy.
– Utopia, a culture change business focusing on inclusion,
purpose and entrepreneurialism.
–	Universal Music UK Steering Committee comprising employees,
including ND staff, and consultants.

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Methodology

Methodology

ExploreQualitative and quantitative
The initial research took place over a six-month period in late 2018 and early 2019using a series of one-hour interviews based on discussion guides compiled with
input from the experts.

Research format:

We arranged face-to-face/ph
one interviews with seven em
ployers and
14 individuals (employees and freelance) with a range ofneuro
diversecharacteristics, drawn fromacross the creative sector. Th
e interviews
helped us understand theirfirst-hand experiences of try
ing
to find work
and working.

Pause
The steering group reflected on learnings so far and exploredpotential solutions to barriers.

Understandtheredof existing work and ga
We conducted a review
ND experts.
information from eight

EvolveProposed solutions were reviewed by six employers
and five individuals with neurological conditions.

Pause
A steering grou
p session aligned the formatsof the survey and discussion gu
ide and sharedemerging themes. Themes werefurther sharedwith the Advisor
y Board for their input.

Quantitative survey
This was issued to approximately 100 participants.
We received 49 survey responses.

Peer review
The final results were reviewed
by our Advisory Board.

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99

Methodology

We don’t pretend that this document is exhaustive. There’s more work
to be done and as more organisations gain experience we hope they will
share their stories.
Whilst this handbook is designed for employers, there’s much here for individuals
too. If you have been identified as having, or feel you may have, a cognitive
difference, we hope this handbook will help you either whilst looking for workor when you are in employment.

Methodology

Acknowledgements
We would like to thank:
All the ND individuals who generously shared their experienceswith us. All the individuals were paid for their time.
The following experts who helped us, particularly at the start of the project:
Jon Adams (Flow Observatorium), Dr. Seonaid Anderson (Tourettes Action),
Professor Simon Baron-Cohen (Autism Research Centre, Cambridge
University), Dr. Nancy Doyle (Genius Within), Lucy Hobbs (The Future is ND),
Neil Milliken (Atos), Becki Morris (Disability Collaborative Network C.I.C./
Achievability trustee), Emily Swiatek (National Autistic Society),
Richard Todd (Dyspraxia Foundation), Tea Uglow.
All the employers who spoke at length with us and the employers who took
the time to complete our survey.
Our Advisory Board: Lucy Hobbs (The Future is ND), Becki Morris(Disability Collaborative Network C.I.C) and Tea Uglow.
Special thanks also to Karen Simmonds, Nadya Powell (Utopia),
Matthew Taylor, Tarek Chaudhury, Lydia Crudge (Flamingo),
Exceptional Individuals, Rachel Johnson and Rhian Jones.

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Our
neurodiversity
panelOur neurodiversity panel

Our neurodiversity panel

Profiling our contributors
We spoke to ten people drawn from across the creative sector to talk about
their neurodiversity. Our panel included:

Name: Ang
Job: Musician
ND condition: Autism
Ang was diagnosed with autism in 2009. She works for an orchestra andbrings many strengths to her workplace including memory and an eyefor detail, incredible focus, a strong sense of duty and reliability, and lessunconscious bias. She finds touring very difficult as she struggles withchanges in schedule, new places and socialising with new people.

Name: Bea
Job: Museum empl
oyee
ND conditions: Dysp
raxia, dyslexia and dy
scalculia
ment
Bea was diagnosed when she was 10 and is waiting for an autism assessfollowing advice from a university lecturer. After struggling to findone
employment and losing jobs due to her conditions, she now works for
unity
comm
ND
of the UK’s leading museums. She gained visibility in thes.
after setting up a dyspraxia charity which has led to them winning award
She says this has turned her neurodiversity into a positive talking point.

Name: Clara
Job: Advertising executive
ND conditions: Tourette Syndrome and autism
Clara was diagnosed at 22 when her tics became out of control.
She says receiving the diagnosis was reassuring in that it made the past
make sense. She worried that her ND would affect her employability.
She has strong fact-checking skills and an eye for detail – so much sothat her internship at a top financial newspaper was extended twice –and she developed a reputation based on her strengths. She feels that
her condition affects her proactivity and ability to build rapport easily.

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105

Our neurodiversity panel“
Everyone struggles to pay
attention sometimes but
we haven’t all got ADHD.
”Our neurodiversity panel

Name: Erikraphersigner and videog
Job: Freelance deculiayslexia and dyscal
ND conditions: D

Erik was diagnosed with dyslexia at
the age of 12, and dyscalculia
some years later. Constantly having
to work longer and harderthan everyone else but not willingto accept that he was simply‘stupid’ led him to critically analyse
how to improve himself,and he now uses art as the key medium to teach himself.
He learns particularly fast when liste
ning to podcasts at thesame time as drawing.
He is very good with art and all thin
gs visual. He is also good withpeople and at finding their strengt
hs. Erik is open-minded and,due to his situation, has learned how
to adapt over time.

Name: David
Job: Data scientist
ND condition: ADHDDavid is deep into his career but was only diagnosed with ADHD
two years ago after researching the symptoms online. He had
what he calls hyperactivity all his life and felt he didn’t fit inanywhere. His diagnosis took time to settle but many membersof his family ended up being diagnosed too and he made friends
along the way.
“Everyone struggles to pay attention sometimes but we haven’t
all got ADHD. Think of it in terms of a physical condition: we all
get out of breath sometimes but we haven’t all got asthma.”106

Name: Faisal
Job: Music consultant
ND condition: Dyscalc
ulia

Faisal was 10 when he was diagnosed, an experience he describes as initiallycausing panic, but which later gave way to relief. Years later, dyscalculia
is no longer the biggest focus of his life and identity. Faisal sees it as negative
to portray neurodiverse people as being human machines or having super
powers: “In many ways it’s degrading.”

107

Our neurodiversity panel

Our neurodiversity panel

Name: Gaynor
Job: Student and activist
ND condition: Autism
Gaynor is an internationally recognised campaigner and wasdiagnosed with autism after her bipolar psychiatrist suggested
a test. She described her diagnosis as bringing a feeling of relief.
She is part of the ND community, as well as LGBTQ+ and mental
health communities.

Name: Ian
Job: Freelancer and ac
tivistND condition: ADHD

Diagnosed in 2016, Ian describes the process as being tough. As he
found the NHS unsupportive, he eventually went for a private diagnosis.
Since then, Ian has been on a journey of understanding, reading up on
the topic and benefiting from getting help from the ND community.
He has found Twitter and Instagram particularly helpful and supportive.

Name: Jules
Job: Artist

esia
ND conditions: Autism, dyslexia and synaesth

Name: Holly
Job: Trainer and coach for creatives
ND condition: ADHD

Holly was diagnosed two years ago. She dislikes that theconversation around neurodiversity is being led by ‘experts’
who only have qualifications rather than lived experience.
For a long time Holly was unaware of her ADHD, and only
went to seek a diagnosis after struggling at work.

Jules only received his dyslexia diagnosis aged 39.
He was diagnosed with autism at 52 and synaesthesia,
a condition that causes the brain to process data in theform of several senses at once, in 2008. Jules says hespent his late 30s living and masking a lie. He feels his
neurodiversity gives him an edge in the creative industries
and he has lots of transferable skills including pattern
finding, solving mysteries, being very loyal, and seeing
a lot of detail.

All names have been changed.
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Glossary

NB. as understanding increases, many of the following terms and definitions
will continue to evolve. Also it is important to note that intersectionality –having more than one of the conditions listed below – is very common.

Attention Deficit Hyperactivity
Disorder (ADHD)

Glossary

One of the most common neurocognitive variations.
Symptoms include hyper focus, difficulty staying
focused and paying attention, impulsive or spontaneous
behaviour and hyperactivity (over-activity).

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Glossary

Autistic Spectrum Disorder(ASD) or Autism
Autism is a lifelong condition that affects how a person communicates withand relates to other people, and how they experience the world aroundthem. Autistic people see, hear and feel the world differently to otherpeople. If you are autistic, you are autistic for life; autism is not an illness
or disease and cannot be ‘cured’. Often people feel being autistic isa fundamental aspect of their identity.

Glossary

Dyslexia
Dyslexia is a learning difficulty that primarily affects the skills involvedin accurate and fluent word reading and spelling. Characteristic featuresof dyslexia are difficulties in phonological awareness, verbal memory andverbal processing speed. Dyslexia occurs across the range of intellectual
abilities. It is best thought of as a continuum, not a distinct category,
and there are no clear cut-off points.
Source: British Dyslexia Society

Autism is a spectrum condition. All autistic people share certain differencesand difficulties, but being autistic will affect them in different ways.
Autistic Spectrum Disorder is the diagnostic term used by professionals.
Autism is one of the preferred terms used by those with autism.
Source: National Autistic Society

Dyspraxia
A common form of develop
mental coordination disorder (DCD) affecting
fine and/or gross motor coordination in children and adults. It mayalso affect speech. DCD isa lifelong condition, formallyrecognised byinternational organisations
including the World HealthOrganisation.
Source: Dyspraxia FoundationDyscalculia
Dyscalculia is a condition that affects the ability to acquire arithmeticalskills. Dyscalculic learners may have difficulty understanding simple number
concepts, lack an intuitive grasp of numbers, and have problems learning
number facts and procedures.

Tourette Syndrome

Source: Dyslexia UK Net

key features of which
An inherited, neurological condition, thesounds and movements.
are tics, involuntary and uncontrollable
Source: Tourettes Action

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