A survey of knowledge and perceptions of ADHD and autism spectrum disorder in the workplace at a large corporation.

A survey of 880 employees at two large companies found that while most people knew about ADHD and autism, many still had incorrect beliefs about these conditions. About 1 in 5 people wrongly thought autism always involves intellectual disability. Most employees felt comfortable working with autistic or ADHD colleagues, but over half thought their workplace wasn't well-adapted for neurodivergent people. Workers preferred learning through school presentations and social media.

The study shows we need better education to correct myths and create more supportive workplaces.

This cross-sectional survey of 880 employees from two large Spanish corporations examined workplace knowledge and perceptions of ADHD and autism. While awareness was high (98.9% for ADHD, 98.1% for autism), significant misconceptions persisted, with approximately 20% incorrectly identifying intellectual disability as an autism symptom and restricted interests as an ADHD sign. Employees rated their comfort working with neurodivergent colleagues at 7.4/10, yet 60.6% felt workplaces were inadequately adapted. Preferred educational interventions included school talks (87.5%) and social media (67.6%).

The findings highlight the need for targeted workplace education to address knowledge gaps and promote inclusive environments that leverage neurodivergent strengths.

Results suggest workplace neurodiversity training should focus on correcting specific misconceptions while building on existing positive attitudes. Organizations should prioritize practical workplace adaptations alongside education. School-based and social media interventions may be most effective for reaching employees. Gap between awareness and accommodation readiness indicates need for implementation-focused training.

Single-country study from two pharmaceutical companies limits generalizability across industries and cultures. Self-reported data may be subject to social desirability bias. Cross-sectional design cannot establish causation or track changes over time. No comparison with actual workplace experiences of neurodivergent employees.

Neurodevelopmental conditions, such as attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), affect millions globally and are often misunderstood in professional environments. Embracing neurodiversity is essential for inclusivity and leveraging the unique strengths of these individuals. This study evaluated employees' knowledge and perceptions of neurodiversity, focusing on ADHD and autism in large corporations, to identify knowledge gaps and propose strategies to create more inclusive workplaces. Cross-sectional survey of 880 employees from AstraZeneca and Alexion in Spain was conducted in July 2024.

It assessed knowledge of ADHD and autism, perceptions of working with neurodivergent individuals, and preferences for educational interventions. Data were collected via self-administered questionnaire and analyzed descriptively and analyzed using descriptive statistics to summarize frequencies, proportions, and central tendency measures. Awareness of ADHD (98.9%) and autism (98.1%) was high, but misconceptions persisted, with ~ 20% misidentifying intellectual disability as a symptom of autism, and restricted interests as a sign of ADHD. Comfort with potentially working with neurodivergent colleagues was rated 7.4/10, yet 60.6% felt that workplaces were inadequately adapted.

Preferred educational approaches included school talks (87.5%) and social media (67.6%). Despite positive attitudes, knowledge gaps regarding neurodevelopmental disorders persist. Targeted interventions are essential to emphasize the strengths of neurodivergent individuals and foster adaptable, supportive workplaces that promote inclusivity and innovation.