Line managers and neuroinclusion 

Our webinar on Line Managers: The Missing Middle in Neuroinclusion prompted a lot of questions from attendees including many that we didn’t get time to answer on the day.  

We've pulled together the most common themes here, drawing on the panel conversation with Beth Daniel, Paul Meredith (Neurodiversity Lead at Lane Clark & Peacock) and Gemma Loverock (Head of People at Brain in Hand), and our Missing Middle research.  

We hope it's a useful resource as you think about neurodiversity and the role of line managers in your organisation.

Q: What do we mean by the 'missing middle' in neuroinclusion?

The missing middle refers to the practical implementation layer that sits between organisational intent and employees' lived experience. Most organisations have policies and strategies in place — but neuroinclusion often succeeds or fails at the line manager level, in day-to-day conversations and decisions. Closing the gap requires action at three levels simultaneously: direct support for neurodivergent employees, practical capability for managers, and the right structures at an organisational level to make that support consistent and reliable.

Q: Do we need to support neurodivergent employees differently depending on whether they have a formal diagnosis?

No - support doesn’t need to wait for a diagnosis. As Gemma Loverock put it: "It's about asking the right questions - what helps you do your best work? What's getting in the way? What change would make the biggest difference?" The goal is psychological safety: an environment where employees feel able to share what they need without having to explain why. Paul Meredith, who recently received his own diagnosis, added that the level of support he received before and after his diagnosis was the same, because he has a manager focused on his needs rather than his label. As an employer, your obligation to support someone exists with or without a diagnosis.

Q: How should managers start conversations with neurodivergent colleagues when they're worried about getting it wrong?

Lead with vulnerability. Gemma's advice: caveat the conversation before you begin. Something like: "There's something I'd like to talk to you about. I'm aware I might not get this right, so I'd really like your help to have this conversation." Acknowledging the possibility of getting it wrong reduces the stakes and sets a more honest, open tone. Paul added that managers should also know they're not alone - HR teams are there to support them, not just to be brought in when things go wrong.

Q: How do we engage managers positively, so neuroinclusion feels like an opportunity rather than a problem to manage?

We need to shift the frame from performance to communication. As Paul observed, many challenges that look like performance issues are actually communication issues such as a mismatch between how expectations are being set and how an employee receives them. Encouraging managers to ask "how can I explain this more clearly?" rather than "why isn't this person performing?" creates a more productive and neuroinclusive approach. We aren't talking about intellect or ability; we're talking about individuals who may need different things in different contexts.

Q: How do we balance a focus on neuroinclusion without creating a hierarchy among different disability groups?

Focus on the challenge, not the label. Many adjustments that benefit neurodivergent employees too such as clearer communication, reduced cognitive load, flexible working, structured onboarding also benefit employees with other conditions, older workers, and people going through major life changes. One insurer that reviewed their recruitment process through a neuroinclusive lens found they attracted more neurodivergent candidates and also more female applicants. As Gemma put it: "Let's create universal design that makes it good for everybody."

Q: What support should be available to neurodivergent candidates during recruitment and interviews?

Communicate early that adjustments are available and that you want to make the process as accessible as possible. Practical steps include providing interview questions (or at minimum, themes) in advance to support reflective thinkers; asking candidates what they need to perform at their best; and embedding accessibility considerations into every stage of the process. Gemma noted that Brain in Hand asks candidates at every stage: "Is there anything we can do today to make your experience more comfortable?"

Q: Can manager training be standardised across organisations?