Dr. Monika Roots, Child, Adolescent, and Adult Psychiatrist; Co-Founder and President of Bend Health, a Lyra Health company.
Neurodiversity has become part of the mainstream conversation in a way that would have been hard to imagine even a decade ago. The term is broad by design. It includes autism, attention-deficit/hyperactivity disorder (ADHD), dyslexia, dyspraxia and other ways of thinking, learning, processing information and moving through the world.​
According to the Centers for Disease Control and Prevention (CDC), about one in 31 children aged 8 had been identified with autism in 2022, compared with one in 150 in 2000. ADHD is also common: An estimated 7.1 million U.S. children ages 3 to 17 had a diagnosis in 2024. ​
This is not only a childhood issue. The CDC estimated that 15.5 million U.S. adults had an ADHD diagnosis in 2023, with about half receiving that diagnosis in adulthood. And while there is no single measure of neurodiversity, roughly 15% to 20% of people are said to be neurodivergent in some way.​
Researchers attribute much of the increase to broader diagnostic criteria, greater awareness and improved screening. Whatever the exact mix of factors, more people are getting answers that may have been unavailable to them a generation ago.​
I view much of this as progress.​ For a long time, many neurodiverse individuals were simply described as quirky, difficult, impulsive, lazy, anxious or disruptive. Some struggled in school. Others cycled through jobs. Some ended up in the legal system. Many spent years wondering why life seemed harder for them than it did for everyone else.​
At the same time, increased awareness and screening begs the question: What happens after diagnosis? Neurodiversity isn’t an illness to be cured. It is a difference to understand and support.​
That shift in perspective has implications far beyond healthcare. As more employees and job candidates identify as neurodivergent, business leaders who recognize and support different ways of thinking, learning and communicating will be better positioned to attract, retain and develop talent. Creating workplaces where people can succeed without masking or struggling unnecessarily benefits individuals, teams and organizations alike.​
Neurodiversity goes beyond childhood.
As a psychiatrist, one of the things that concerns me most is how much of our support infrastructure for people who are neurodiverse is built around childhood.​ Schools have made meaningful progress through individualized education plans, multidisciplinary teams and accommodations that help children succeed academically. Those systems aren’t perfect, but I believe they recognize something important: Support should be individualized.​
Then many young people reach adulthood, and much of that scaffolding disappears. But neurodiversity does not end at age 18.​ A teenager with ADHD may still need support navigating executive functioning. A college student with autism may need help with social communication, organization or independent living. An adult may need workplace accommodations, coaching or support managing co-occurring anxiety.​
This conversation is becoming even more important as younger generations become more comfortable discussing neurodiversity in school, at work and online. As awareness grows, more adults are seeking evaluations for the first time, while employers and universities are increasingly being asked to think differently about accommodations and support.​
Yet, there is remarkably little standardization around what those supports should look like after high school. Universities approach accommodations differently. Employers approach accommodations differently. Many adults are left to figure things out on their own.​
We need to stop thinking in categories.
One of the biggest mistakes we make is assuming that people with the same diagnosis need the same intervention.​
There is no single version of autism. There is no single version of ADHD.​ Some individuals struggle primarily with sensory processing. Others struggle with executive functioning or social communication. Some need intensive support. Others need small adjustments that allow them to thrive.​
Business leaders: Build around strength.
The conversation around neurodiversity also needs to move beyond deficits. Support—including in the workplace—does not only mean helping neurodivergent people adapt to neurotypical environments. It should also mean identifying and amplifying the strengths that often come with different ways of thinking.​
Those strengths vary. Some neurodivergent people may​ bring intense focus, pattern recognition, creativity, persistence, systems thinking, visual reasoning or a willingness to question assumptions other people accept too easily. Those traits can be strengths in school, the arts, technology, research, entrepreneurship and many other settings.​
Business leaders are starting to notice this, especially as AI changes the skills that matter at work. Palantir CEO Alex Karp, who has spoken publicly about being dyslexic, argued that people who think differently may be especially well-positioned in the AI era because they are less likely to follow the standard playbook. ​
At the same time, we should be careful not to replace one stereotype with another. Neurodivergent people are not a monolith. But it does point to something important: The future of work should make room for different kinds of intelligence.​
Leaders can start by asking employees what helps them do their best work instead of assuming everyone thrives under the same conditions. Small changes, such as offering flexibility in how work gets done, providing clear written expectations alongside verbal communication or creating quieter spaces for focused work can help more employees succeed while benefiting the entire team.​
Healthcare Leaders: Understand diagnosis is not the finish line.​
Healthcare leaders also have a role to play in improving support beyond childhood. It’s critical to start thinking beyond diagnosis rates.​
We can advocate for more objective and standardized approaches to assessment. We should look for opportunities to shorten wait times and establish clearer pathways for support after childhood. We can foster stronger coordination across healthcare, schools, families and employers. We should develop interventions that reflect individual needs rather than broad diagnostic categories.​
Most importantly, we need to recognize that diagnosis is not the destination. A diagnosis can provide clarity. It can help people understand themselves. It can open doors to resources and support.​
But what happens after the diagnosis is what ultimately delivers the tools to help neurodiverse individuals learn, work, build relationships and thrive.​​​
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