This blog article draws from a neurodiversity survey conducted in spring 2025. A total of 63 organizations operating in Finland responded to the survey. The questionnaire included both structured survey questions and open-ended questions, allowing respondents to share not only quantitative data but also qualitative insights and lived experiences.

 

Neurodiversity has gained increasing visibility in recent years. The term has become more widely recognized, and the topic is now discussed in mainstream media. Where neurodevelopmental conditions were previously viewed primarily as disorder diagnoses associated with significant individual impairment, this narrow perspective has gradually shifted. Today, there is growing recognition that a much larger proportion of people fall somewhere on the neurodiversity spectrum, even if their characteristics do not meet the criteria for a formal diagnosis.

The range of neurodiversity is broad. As the term spectrum suggests, neurological differences appear in many forms and degrees, often described as high-functioning or low-functioning, and across different neurodevelopmental profiles. Overall, it is estimated that up to one in five people belong to the neurodivergent population in some form.

Despite the fact that neurodiversity as a concept is becoming more established, it is still rarely reflected in organizational practices. For example, neurodiversity is largely absent from HR policies and corporate responsibility reporting. In a recent review of ESG reports from the  largest Finnish companies, neurodiversity was mentioned in only two reports. Further analysis of this gap can be found in Sari Yli-Hukka’s master’s thesis:
https://osuva.uwasa.fi/items/16c48ff4-9d37-4f09-8323-13e4e039ef08

In our company survey, awareness of neurodiversity appears encouraging at first glance. Across respondents, the concept is described as at least somewhat familiar. However, a closer look reveals a more nuanced picture.

 

Education and training in neurodiversity is desired, but not yet widely available

Our company study indicates that training related to neurodiversity is still limited in the responding organizations. Most participants report that they have not received any formal training on neurodiversity in working life, nor have they taken part in even short or introductory sessions on the topic.

The responses reveal a clear interest in learning more. Several participants note that knowledge of neurodiversity should be relevant in their professional role, yet they are unsure whether any training has ever been offered. The absence of training does not appear to reflect a lack of interest, but rather a gap in organizational provision. Many indicate that they would welcome training if it were available.

This suggests that, in the organizations represented in our study, most knowledge related to neurodiversity is informal and person dependent. It is shaped by personal experience, media exposure, or individual conversations rather than structured learning opportunities.

 

Current awareness on neurodiversity and neuroinclusive practices remains at a relatively low level

Understanding of neurodiversity varies significantly by condition. Most respondents assess their knowledge of ADHD as a neurodevelopmental condition to be fairly strong. ADHD is often associated with well-known strengths, and it is generally viewed in a positive light.

Other neurodevelopmental conditions, such as autism and dyslexia, are far less familiar. These areas appear to be significantly less understood. When awareness is this limited, it becomes more difficult to recognize relevant traits in practice or to respond to them appropriately. Support is less likely to be offered if differences are not identified or understood in the first place.

Our findings indicate that ADHD has gained visibility, although knowledge of neurodiversity in general remains low. Broader awareness is needed to ensure that different forms of neurodiversity are recognized and supported in ways that are appropriate to their specific characteristics.

 

Tips for building awareness of neurodiversity

• Neurodiversity can be included as part of the organisation’s onboarding process, as well as within general ethics training and the code of conduct.
• It can be highlighted as a theme in sustainability and responsibility reporting, alongside other diversity topics such as gender and ethnicity.
• Information can be made visible in everyday contexts: for example, a short leaflet or poster in shared spaces, and a dedicated section on the intranet explaining what neurodiversity is and what kinds of adjustments are possible.
• Neurodiversity should be integrated into leadership training and included in manager handbooks, alongside other forms of inclusion.
• HR policies should explicitly include principles and practices related to neurodiversity as part of the organisation’s overall inclusion framework.