Embracing Neurodivergence in the Plant Science Community

Neurodivergence refers to the variations in human neurocognitive functioning, encompassing conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, and others. The term “neurodivergence” comes from the broader concept of “neurodiversity,” a term often solely attributed to Australian sociologist Judy Singer in 1998, although many advocates of the global autistic community were discussing neurological diversity throughout the late 1990s (Botha, 2024). Singer’s work emphasized that these neurological differences are natural variations of the human genome rather than deficits or disorders.

Although historically misunderstood and stigmatized, neurodivergence is now increasingly being recognized for the unique perspectives and abilities it brings to various fields, including science. In plant science, creativity and unconventional problem-solving can be an asset for addressing complex challenges. However, these conditions affect how individuals process information, communicate, and engage with the world. As scientists and professionals, it is crucial to be aware of the contributions of neurodivergent individuals and ensure inclusive environments where they can thrive. Embracing neurodivergence in plant sciences, a field requiring both innovation and precision, can lead to groundbreaking discoveries, enhanced team productivity, and increased well-being for all scientists.

 

Common conditions and their prevalence

Neurodivergence is driven by both genetic and environmental factors, and estimates suggest that 15-20 percent of the global population shows some form of neurodivergence (Doyle, 2020; NIMH, 2022; NIMH, 2021) . While individuals with ADHD and ASD are notably overrepresented in STEM fields (Wei, 2013), neurodivergence includes a spectrum of conditions, each with their unique characteristics and challenges. For example, people with autism spectrum disorder often display heightened sensory sensitivity and a higher focus on specific interests, while ADHD is characterized by difficulty sustaining attention and hyperactivity. Dyslexia, which impacts reading and language processing, can often correlate with strong visual-spatial reasoning abilities. While traits often associated with neurodivergence such as difficulty with organization or sensory issues present challenges in traditional work or educational settings, neurodiverse individuals possess unique strengths that can improve productivity, promote innovation and engagement (Austin and Pisano, 2017).

 

Strengths and challenges of neurodivergent individuals

Neurodivergent scientists often excel in creativity, out-of-the-box thinking, and attention to detail (Fig. 1). For example, hyperfocus, a trait associated with both ADHD and Tourette Syndrome can drive an exceptional dedication to complex research tasks. Furthermore, unique thought processes and heightened pattern recognition enable neurodivergent individuals to approach problems from different angles, often identifying innovative solutions that might be overlooked by neurotypical peers (Austin and Pisano, 2017). These strengths align seamlessly with the needs of plant sciences, where precision and creativity are essential.

Despite these strengths, neurodivergent individuals often face challenges in traditional academic and professional settings. Workplace norms, such as rigid schedules and unstructured meetings, can be particularly problematic. Sensitivities, such as those involving noise, light, or social interactions, can impact focus and productivity. Additionally, unconscious biases and a lack of awareness about neurodivergence might lead to misunderstandings and underestimation of neurodivergent capabilities (Buyère and Colella, 2024).

 

How can we be inclusive

While more conclusive evidence on interventions to improve the outcome of neurodivergent employees at work is still lacking, some criteria can be applied to create more inclusive environments. Silver et al. (Silver, 2023) draws from Universal Design (UD) theory (Story, 2001), which focuses on designing spaces accessible to all, and suggests ways to make workspaces more inclusive by considering the needs of both neurodiverse and neurotypical people. For example, creating sensory-friendly spaces and quiet areas can reduce sensory overload, as well as limiting strong smells and bright lighting. These simple adjustments can help mitigate attention issues and sensory sensitivities experienced by neurodiverse employees, and may even benefit the whole team (DCEG Staff, 2022; Twumasi and Burton, 2024).

Mentorship also plays a crucial role in supporting neurodivergent scientists. Mentoring relationships that are tailored to individual needs boost confidence and professional growth, while advocacy for mental health and support networks within academic and research institutions can provide a safety net for those facing challenges. Moreover, training mentors and colleagues to recognize and address unconscious biases, ensures a respectful and understanding workplace culture (Clouder, 2020).

 

Practical tips for neurodivergent scientists

As mentioned before, neurodivergent scientists may face unique challenges in academic and research environments. However, with the right strategies, these challenges can be effectively addressed, allowing neurodivergent individuals to cope and contribute valuable perspectives to science.

One key approach is to find a balance between structure and flexibility. Many neurodivergent individuals benefit from clear frameworks for organizing their tasks, but rigid structures can feel restrictive. Techniques like time-blocking or the Pomodoro method can help maintain focused work periods allowing at the same time for breaks and flexibility. Setting clear milestones and breaking down large tasks into smaller steps can also help in staying on track without feeling overwhelmed (eLife, 2024).

Technology can also be a powerful ally. Tools for notes, lists, task management and citation tracking can reduce cognitive overload and help keep projects organized. Apps like Trello, Asana, or Evernote are particularly useful for breaking down tasks, tracking deadlines, and managing large projects in a way that suits individual work styles (eLife, 2024).

Self-care is another important consideration. Managing the stress of academia requires intentional effort. Regular physical activity, good sleep, and relaxation techniques are essential for mental well-being. Additionally, seeking professional support, whether through therapy or support groups, can provide valuable coping strategies and emotional strength. Asking for reasonable adjustments in the workplace or academic environment is also an important part of self-advocacy. Whether it’s requesting flexible working hours, extended deadlines, or a quieter space, these adjustments can help create an environment where neurodivergent scientists can perform at their best without compromising their health (eLife, 2024).

By adopting these strategies, neurodivergent scientists can navigate their careers more effectively, thrive in research settings, and contribute their invaluable perspectives to the scientific community.

 

Embracing neurodivergence: a strategic advantage in plant sciences

Embracing neurodivergence is not just an ethical imperative; it is a powerful strategic advantage. In plant sciences, where solving complex and last-minute challenges requires different perspectives, promoting an inclusive environment is essential. Neurodivergent individuals often bring unique strengths, such as enhanced pattern recognition and creative problem-solving, that can drive innovation and discovery in the field. Plant sciences imply multifaceted issues, from fighting crop diseases to addressing climate change impacts. Neurodivergent scientists often approach problems from unconventional angles, challenging established methods and finding out novel solutions. For instance, hyperfocus or attention to detail, common traits in neurodivergent individuals, can lead to breakthrough observations.

Creating an inclusive research environment requires intentional changes, such as adopting flexible work policies, clear communication practices, and sensory-friendly spaces. These accommodations not only empower individuals but also enhance the collective capabilities of research teams. As a community, plant scientists must commit to promoting workplaces where everyone, regardless of their neurocognitive profile, can perform their best. By valuing neurodivergent perspectives, we can unlock a wealth of creativity and innovation essential for facing the challenges of today and tomorrow.

 

References

Botha, M., Chapman, R., Giwa Onaiwu, M., Kapp, S. K., Stannard Ashley, A., & Walker, N. (2024). The neurodiversity concept was developed collectively: An overdue correction on the origins of neurodiversity theory. Autism, 28(6), 1591-1594. https://doi.org/10.1177/13623613241237871

Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin. https://doi.org/10.1093/bmb/ldaa021

Centers for Disease Control and Prevention. (2022). Autism spectrum disorder data and statistics. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention.

Centers for Disease Control and Prevention. (2021). Attention-deficit/hyperactivity disorder (ADHD) data and statistics. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention.

Wei, X., Yu, J. W., Shattuck, P., et al. (2013). Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-012-1700-z

Austin, R. D., & Pisano, G. P. (2017). Neurodiversity as a competitive advantage. Harvard Business Review.

Bruyère, S. M., & Colella, A. (2024). Workplace accommodations and neurodiversity. In E. Patton & A. M. Santuzzi (Eds.), Neurodiversity and Work (pp. xx-xx). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55072-0_9

Silver, E. R., Nittrouer, C. L., & Hebl, M. R. (2023). Beyond the business case: Universally designing the workplace for neurodiversity and inclusion. Industrial and Organizational Psychology, 16(1), 45–49. https://doi.org/10.1017/iop.2022.99

Story, M. F. (2001). The principles of universal design. In W. Preiser & K. Smith (Eds.), Universal design handbook (2nd ed). McGraw-Hill.

DCEG Staff. (2022, April). Neurodiversity. National Cancer Institute, Division of Cancer Epidemiology & Genetics. https://dceg.cancer.gov/about/diversity-inclusion/inclusivity-minute/2022/neurodiversity

Twumasi, R., & Burton, L. (2024). From margins to mainstream: Embracing neurodiverse needs for an inclusive workplace. Ought: The Journal of Autistic Culture, 6(1), Article 9. https://doi.org/10.9707/2833-1508.1198

Clouder, L., Karakus, M., & Cinotti, A. (2020). Neurodiversity in higher education: A narrative synthesis. Higher Education, 80, 757–778. https://doi.org/10.1007/s10734-020-00513-6

eLife. (2024, March 19). Being neurodivergent in academia: Your tips, tools and resources. eLife.

eLife. (2024, April 29). Being neurodivergent in academia: How we stepped up to support others. eLife.