In the UK 15% to 20% of adults are neurodivergent.  It is therefore important for individuals and society to understand neurodiversity.  As we recognise  Neurodiversity Pride Day on 16th June, we wanted to consider the key considerations for a mentor to support a neurodivergent mentee.

Neurodivergence is an umbrella term that can include autism, ADHD, dyslexia, dyspraxia and other cognitive differences. No two people are the same, so mentors should avoid assumptions and ask the mentee what support is actually helpful.  The mentor should recognise that their role is not to fix differences but to understand how the mentee thinks, communicates and works best.

Across all forms of neurodivergence, several principles are useful. Mentors should communicate clearly, avoid vague instructions and break goals into manageable steps. It often helps to summarise discussions in writing so the mentee can revisit actions and deadlines later. Mentors should also be careful with feedback: be specific, kind and practical rather than indirect or overly general. Flexibility matters as well. Some mentees may need more processing time, fewer distractions, a predictable routine or alternative ways to participate in discussions. Most importantly, mentors should focus on strengths as well as challenges, because neurodivergent people often bring creativity, pattern recognition, deep focus, original thinking and problem-solving abilities that can be overlooked in more rigid environments.

We wanted to also consider if there should be differences in approach dependent upon the type of neurodivergence the mentee has.

When mentoring an autistic person, clarity and predictability are especially important. A mentor should say what they mean, avoid relying too heavily on hints or implied messages, and make expectations explicit. Meetings are often more effective when they follow a clear structure and agenda. Some autistic mentees may prefer direct communication, written follow-up notes and advance notice of changes. Sensory factors can also affect concentration, so the mentor should consider whether the setting is noisy, crowded or overwhelming. It is also important not to mistake a different communication style for lack of interest or ability. An autistic mentee may contribute thoughtful insights, prefer depth over small talk, and benefit from a mentor who values substance, consistency and respect for boundaries.

When mentoring someone with ADHD, the main adjustments often relate to attention, organisation and follow-through. A mentor should help the mentee prioritise, turn large goals into shorter milestones and agree on realistic next steps at the end of each conversation. Brief check-ins can work better than long, unstructured meetings. Visual trackers, reminders and action lists may help maintain momentum. Because some people with ADHD think quickly and creatively but struggle with routine administration, mentors can add value by helping them create systems rather than simply telling them to “be more organised”. Encouragement is important too, especially if the mentee has had negative experiences of being labelled careless or inconsistent. The right style combines energy, structure and accountability without becoming controlling.

When mentoring a person with dyslexia, mentors should remember that difficulty with reading, spelling or written processing does not reflect intelligence or potential. It helps to present information in more than one format, for example by combining written notes with verbal discussion. Written material should be concise, well organised and free from unnecessary complexity. Mentors should give time for reading and reflection rather than expecting instant responses to dense documents. They should also recognise strengths that often accompany dyslexia, such as big-picture thinking, verbal reasoning and creative problem-solving. A supportive mentor focuses on making information accessible and ensuring that administrative demands do not overshadow the mentee’s actual capability.

When mentoring a person with dyspraxia, a mentor may need to pay closer attention to planning, sequencing and practical organisation. Dyspraxia can affect coordination, time management and the ability to carry out tasks smoothly, particularly under pressure. A mentor can help by breaking processes into clear stages, demonstrating methods step by step and allowing extra time for new routines to become familiar. Patience is important, especially where the mentee seems capable but struggles to translate ideas into action efficiently. The mentor should avoid interpreting this as laziness or lack of commitment. Instead, they should support the development of routines, tools and workarounds that improve confidence and consistency.

Ultimately, effective mentoring of a neurodivergent person depends less on mastering labels and more on responding thoughtfully to the individual in front of you. The best mentors listen, ask, adapt and remain open to difference. By adjusting communication, structure and expectations in a respectful way, mentors can help neurodivergent mentees build confidence, use their strengths and succeed on their own terms.