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Vous pouvez tr\u00e8s bien accompagner quelqu'un sans \u00e9tiquette, en partant de ses besoins concrets : comment il retient une consigne, dans quel environnement il produit le mieux, ce qui le met en difficult\u00e9. Ce sont les am\u00e9nagements qui comptent, pas le nom du trouble. Si le collaborateur choisit de vous parler de son fonctionnement, accueillez-le avec discr\u00e9tion et sans le divulguer \u00e0 l'\u00e9quipe. Pour tout enjeu m\u00e9dical ou de reconnaissance, le m\u00e9decin du travail est l'interlocuteur adapt\u00e9.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment savoir si un comportement rel\u00e8ve de la neuroatypie ou d'un manque d'implication ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Ce n'est pas au manager de trancher, et la r\u00e9ponse importe moins qu'on ne le croit. Dans les deux cas, la bonne d\u00e9marche est la m\u00eame : d\u00e9crire un fait pr\u00e9cis, en parler sans juger, tester un am\u00e9nagement concret et observer ce qui change. Si le fait de rendre une consigne \u00e9crite ou de d\u00e9couper une t\u00e2che d\u00e9bloque durablement la situation, c'\u00e9tait bien une question de fonctionnement. La constance de la personne, ses efforts visibles et l'effet des ajustements en disent plus long que toute supposition sur ses intentions.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Un am\u00e9nagement pour un salari\u00e9 n'est-il pas injuste pour les autres ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"C'est une confusion fr\u00e9quente entre \u00e9galit\u00e9 et \u00e9quit\u00e9. Donner la m\u00eame chose \u00e0 tous n'est pas juste si les besoins diff\u00e8rent : un am\u00e9nagement compense une difficult\u00e9 pour ramener la personne au m\u00eame niveau de capacit\u00e9 \u00e0 travailler, ce n'est pas un avantage. Le meilleur moyen de d\u00e9samorcer le sentiment d'iniquit\u00e9 est d'ouvrir la possibilit\u00e9 d'am\u00e9nagements \u00e0 toute l'\u00e9quipe, selon les besoins de chacun, et de poser ce principe clairement. On explique la r\u00e8gle, jamais le cas individuel : la situation d'un salari\u00e9 reste confidentielle.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Que faire si mes tentatives d'adaptation ne suffisent pas ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Il est normal de ne pas tout r\u00e9soudre seul, et ce n'est pas un \u00e9chec. Plusieurs relais existent : le m\u00e9decin du travail peut pr\u00e9coniser des am\u00e9nagements de poste, les ressources humaines connaissent les dispositifs mobilisables, et des organismes sp\u00e9cialis\u00e9s accompagnent l'emploi des personnes en situation de handicap. Si vous observez des signes de souffrance \u2014 \u00e9puisement, repli durable, d\u00e9couragement profond \u2014, orientez sans tarder vers le m\u00e9decin du travail ou un psychologue. Se former, comme manager, aide aussi \u00e0 identifier plus vite les bons leviers et les bons interlocuteurs avant que les tensions ne s'installent.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment parler \u00e0 l'\u00e9quipe sans trahir la confidentialit\u00e9 ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"En restant sur les comportements et les principes, jamais sur la personne. Vous pouvez rappeler que chacun communique et travaille diff\u00e9remment, que les am\u00e9nagements existent pour tous selon les besoins, et inviter \u00e0 ne pas surinterpr\u00e9ter les attitudes des uns et des autres. Si un collaborateur souhaite lui-m\u00eame expliquer son fonctionnement \u00e0 l'\u00e9quipe, c'est son choix et vous pouvez le soutenir ; mais l'initiative lui appartient. Un collectif inform\u00e9 des principes g\u00e9n\u00e9raux \u2014 et non des cas particuliers \u2014 devient nettement plus tol\u00e9rant et coop\u00e9ratif, sans qu'aucune information priv\u00e9e n'ait circul\u00e9.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script><\/p>\n<div class=\"dbi-art-5b2af8\"><!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><\/p>\n<div class=\"dyn-article\">\n<header class=\"dyn-pagehead dyn-pagehead--eau\">\n  <span class=\"dyn-pagehead__cat\">Professionals \u00b7 Work, HR &amp; neurodiversity<\/span><\/p>\n<h1>Managing a neurodivergent employee: 10 difficult everyday situations and how to respond<\/h1>\n<pee class=\"dyn-pagehead__lead\">Managing a neurodivergent employee is almost never a matter of grand principles. Difficulties arise in very ordinary moments: a meeting that goes off track, an instruction forgotten as soon as one leaves the hallway, a &#8220;too direct&#8221; feedback that cools the team, an open space that makes someone ineffective, a last-minute change that causes everything to block. Nothing dramatic on the surface \u2014 and yet, if mishandled, these micro-moments damage the relationship, performance, and trust.<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 19 min read<\/li>\n<li>\ud83d\udc65 For professionals<\/li>\n<li>\ud83d\udd04 Updated in August 2026<\/li>\n<\/ul>\n<\/header>\n<section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><pee class=\"dynen-h\">Dans cet article<\/pee><pee class=\"dynen-sub\">La formation associ\u00e9e<\/pee><a class=\"dynen-form\" href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\"><\/p>\n<div class=\"dynen-form__img\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-7.png\" alt=\"\" loading=\"lazy\"><\/div>\n<div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Formation Qualiopi<\/span><b>Manager un collaborateur neuroatypique<\/b><span class=\"dynen-go\">D\u00e9couvrir la formation \u2192<\/span><\/div>\n<p><\/a><pee class=\"dynen-sub\">Les ressources cit\u00e9es<\/pee>\n<div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--autonomie\" href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-3-colonnes\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/tableau-3-colonnes.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Tableau 3 colonnes<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--attention\" href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/timer-visuel.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Timer Visuel<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><\/div>\n<\/section>\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n<div class=\"dyn-hero__grid\">\n<div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-7.png\" alt=\"DYNSEO Training 'Managing a neurodivergent employee'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n<div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <pee class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\">Managing a neurodivergent employee<\/a><\/pee>\n      <pee class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/pee>\n<ul class=\"dyn-badges\">\n<li>\ud83c\udfa5 7 modules \u00b7 19 lessons<\/li>\n<li>\ud83d\udcbb 100 % online<\/li>\n<li>\u23f1\ufe0f At your own pace<\/li>\n<li>\ud83c\udfc5 Qualiopi organization<\/li>\n<li>\ud83c\udf0d 9 languages<\/li>\n<\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\">See the training<\/a><br \/>\n        <span class=\"dyn-hero__price\">150.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>Here are ten of these situations, described as they really occur. For each: what is really happening with the person, the spontaneous reaction that worsens things, the step-by-step response that works \u2014 with the exact words to say \u2014 and how to prevent the scene from happening again. The goal is not to diagnose in place of a professional, but to give you reliable managerial reflexes, applicable from Monday morning.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<section class=\"dyn-tldr\">\n<h2>The essentials in 30 seconds<\/h2>\n<pee>Most tensions around a neurodivergent employee do not come from a lack of will or respect: they come from a <strong>different cognitive functioning<\/strong> that meets an organization designed for the majority.<\/pee>\n<ul>\n<li><strong>Behavior is information<\/strong>, not a provocation: a forgotten instruction, a blockage, a blunt response say something about functioning, not intention.<\/li>\n<li><strong>The explicit works better than the implicit<\/strong>: writing, framing, announcing changes avoids the vast majority of misunderstandings.<\/li>\n<li><strong>A targeted adjustment<\/strong> is better than a speech about good will: we act on the environment, not on the person.<\/li>\n<li><strong>Equity is not equality<\/strong>: adapting an employee&#8217;s position is not a privilege, it is an upgrade.<\/li>\n<li><strong>A sign of suffering<\/strong> \u2014 lasting withdrawal, exhaustion, discouraging remarks \u2014 falls under the occupational physician or a psychologist, not just the manager.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <pee>The 10 situations<\/pee>\n<ol>\n<li><a href=\"#dyn-s1\">The meeting goes off track<\/a><\/li>\n<li><a href=\"#dyn-s2\">He never says hello<\/a><\/li>\n<li><a href=\"#dyn-s3\">His feedback is &#8220;too direct&#8221; and offends the team<\/a><\/li>\n<li><a href=\"#dyn-s4\">The oral instruction is forgotten as soon as one leaves the hallway<\/a><\/li>\n<li><a href=\"#dyn-s5\">The open space makes him ineffective<\/a><\/li>\n<li><a href=\"#dyn-s6\">A last-minute change causes him to block<\/a><\/li>\n<li><a href=\"#dyn-s7\">The deadline is missed even though he &#8220;had time&#8221;<\/a><\/li>\n<li><a href=\"#dyn-s8\">A remark in the meeting makes him disengage<\/a><\/li>\n<li><a href=\"#dyn-s9\">The annual review goes wrong<\/a><\/li>\n<li><a href=\"#dyn-s10\">The team feels they are being given favors<\/a><\/li>\n<li><a href=\"#dyn-recap\">The summary table<\/a><\/li>\n<li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n<\/ol>\n<\/nav>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 1 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s1\">1. The meeting goes off track<\/h2>\n<pee><em>Team meeting, 10 AM. You present the quarterly plan. He interrupts you three times, jumps on an idea with no apparent link, returns to a point already settled. Around the table, people sigh and roll their eyes. You feel like you&#8217;re losing the thread of your own meeting.<\/em><\/pee>\n<pee>What is happening: for many people with an attention disorder (ADHD), inhibition \u2014 the ability to hold onto an idea until it is relevant \u2014 works differently. Interrupting is not disrespectful: it is a thought that overflows because it may fade away if not expressed immediately. Read as a lack of manners, this behavior leads to repeated reminders that humiliate without changing the mechanism.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Frame the format in advance, for everyone.<\/strong> \u201cWe will go around the table, everyone writes down their ideas and we keep five minutes for questions at the end.\u201d The collective rule avoids targeting an individual.<\/li>\n<li><strong>Give an outlet to the overflowing idea.<\/strong> \u201cWrite it down in the shared document, we will come back to it in the next point.\u201d The idea is secured, the interruption no longer has a reason to exist.<\/li>\n<li><strong>Reframe the fact, not the person:<\/strong> \u201cI will finish this point and then I will give you the floor,\u201d rather than \u201clet me finish.\u201d<\/li>\n<li><strong>Assign them an active role<\/strong> \u2014 note-taking, timekeeper. Focused attention on a task spontaneously reduces digressions.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again:<\/strong> establish a shared idea support during meetings and a speaking turn rule that applies to everyone. A structured meeting \u2014 agenda sent in advance, timing, a dedicated moment for questions \u2014 benefits the entire team and makes the framework feel natural rather than imposed.<\/pee>\n<pee><strong>\u274c To avoid:<\/strong> saying \u201cyou are still interrupting everyone\u201d in front of the team, which creates an image of a free electron and pushes the person to withdraw completely from discussions.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 2 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s2\">2. He never says hello<\/h2>\n<pee><em>In the morning, he crosses the open space without a word, headphones on, goes straight to his desk. In meetings, he does not look you in the eye. A colleague whispers to you that she finds him \u201ccold,\u201d even \u201carrogant.\u201d However, when approached on a technical subject, he is available and precise.<\/em><\/pee>\n<pee>What is happening: for people on the autism spectrum, automatic social rituals \u2014 greeting, making eye contact, engaging in small talk \u2014 are not spontaneous and require a lot of energy. Eye contact, in particular, can be uncomfortable to the point of hindering listening. The absence of a greeting expresses neither disdain nor distance: it is a social code that does not activate by itself.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Do not overinterpret.<\/strong> Assume that the intention is neutral: the vast majority of these signals carry no hostile charge.<\/li>\n<li><strong>State the expectation concretely, without judging the attitude:<\/strong> \u201cIn the team, we say hello in the morning, even briefly, it matters to others.\u201d An explicit rule is much more useful than a feeling.<\/li>\n<li><strong>Unload the eye contact.<\/strong> \u201cYou don\u2019t have to look at me for us to understand each other\u201d frees up energy for real listening.<\/li>\n<li><strong>Explain to the team how it works, without revealing private information:<\/strong> \u201cEveryone has their own way of communicating, don\u2019t take it personally.\u201d<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again:<\/strong> once the expected codes are clarified and everyone understands each other&#8217;s functioning, misunderstandings will naturally decrease. What felt like coldness becomes a simple difference in style, and the group stops looking for an intention that never existed.<\/pee>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> forcing eye contact (\u201c&nbsp;look at me when I talk to you&nbsp;\u201d) or commenting on personality (\u201c&nbsp;make an effort to be nicer&nbsp;\u201d), two phrases that worsen discomfort without producing the expected behavior.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 3 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s3\">3. His feedback is \u201c&nbsp;too direct&nbsp;\u201d and offends the team<\/h2>\n<pee><em>In reviewing a deliverable, he writes&nbsp;: \u201c&nbsp;This part is wrong, it needs to be redone.&nbsp;\u201d No \u201c&nbsp;hello&nbsp;\u201d, no \u201c&nbsp;maybe&nbsp;\u201d, no softening phrases. The author of the document experiences it as an aggression and comes to complain. He does not understand&nbsp;: for him, he just pointed out a mistake.<\/em><\/pee>\n<pee>What is at stake&nbsp;: literal communication, common in autism but not only, prioritizes information over relational packaging. Politeness formulas and softening phrases, which serve as a social cushion for the majority, may seem superfluous, even dishonest. The message is neither aggressive nor contemptuous in intent&nbsp;: it is simply stripped of what others implicitly expect.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Translate the intent to the team.<\/strong> \u201c&nbsp;He targets the content, not the person&nbsp;\u201d diffuses the emotional reading of a factual message.<\/li>\n<li><strong>Provide an explicit framework rather than a \u201c&nbsp;be more diplomatic&nbsp;\u201d.<\/strong> A reusable formula&nbsp;: \u201c&nbsp;Strength + what blocks + proposal.&nbsp;\u201d Ambiguity (\u201c&nbsp;soften the message&nbsp;\u201d) does not apply.<\/li>\n<li><strong>Provide concrete examples&nbsp;:<\/strong> \u201c&nbsp;Rather write&nbsp;: the structure is good, however this paragraph is inaccurate, here is the source to verify.&nbsp;\u201d<\/li>\n<li><strong>Acknowledge the value of frankness.<\/strong> This rigor is an asset&nbsp;: the subject is the form of the message, never the requirement for accuracy.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again&nbsp;:<\/strong> equip the collaborator with a reusable feedback framework and make it a team standard. When everyone relies on the same structure \u2014 fact, effect, proposal \u2014 frankness becomes a quality in service of the work instead of being experienced as brusqueness.<\/pee>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> asking him to be \u201c&nbsp;nicer&nbsp;\u201d without instructions \u2014 an implicit guideline that he cannot decode and that leaves him feeling like a failure.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 4 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s4\">4. The oral instruction is forgotten as soon as he leaves the hallway<\/h2>\n<pee><em>You run into him near the coffee machine&nbsp;: \u201c&nbsp;Remember to send the report to accounting and to book the room for Thursday.&nbsp;\u201d He nods. At the end of the day, nothing is done. You are annoyed&nbsp;: you told him, he said yes. He is genuinely sorry and only remembers the report.<\/em><\/pee>\n<pee>What is at stake&nbsp;: working memory \u2014 this mental space that retains information long enough to execute it \u2014 has a limited capacity, often reduced in ADHD and certain DYS disorders. A double instruction, given orally, while moving, without support, is likely to be lost. This is not negligence&nbsp;: the information was never stored durably.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Write down what needs to be done.<\/strong> A message, a ticket, a line in the shared tool. The rule&nbsp;: if it\u2019s not written, it doesn\u2019t exist.<\/li>\n<li><strong>One instruction at a time<\/strong>, in the order of execution, with a dated deadline&nbsp;: \u201c&nbsp;Room booked by noon, report by 5 PM.&nbsp;\u201d<\/li>\n<li><strong>Have him rephrase.<\/strong> \u201c&nbsp;Can you tell me what you remember?&nbsp;\u201d checks what has actually been understood, without infantilizing.<\/li>\n<li><strong>Establish a single channel.<\/strong> A <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/3-column-table\/\">three-column board \u201c&nbsp;to do \/ in progress \/ done&nbsp;\u201d<\/a> avoids instructions getting lost between two hallways.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again&nbsp;:<\/strong> transform the habit into a system. All important requests now go through writing, in a single known channel, with a deadline. This reflex, applied to the entire team, ensures reliable transmissions well beyond the single concerned collaborator and reduces forgetfulness for everyone.<\/pee>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;I told you so&nbsp;\u00bb \u2014 true, but ineffective&nbsp;: the unwritten oral communication was not a reliable medium for this person anyway.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 5 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s5\">5. The open space makes it ineffective<\/h2>\n<pee><em>He produces very good work\u2026 early in the morning or while teleworking. As soon as the open space fills up \u2014 conversations, phone calls, comings and goings \u2014 his productivity collapses, he makes mistakes, and seems exhausted by 3 PM. He is subtly blamed for a \u00ab&nbsp;lack of concentration&nbsp;\u00bb.<\/em><\/pee>\n<pee>What is at stake&nbsp;: sensory hypersensitivity, common in autism and ADHD, means that the brain does not automatically filter out irrelevant stimuli. Background noise, light, and movement are processed at the same level as the task. The result is not a lack of attention but saturation&nbsp;: all the energy goes into coping with the environment.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Act on the environment, not on the person.<\/strong> Noise-canceling headphones, a desk near a wall rather than in the center, back to the passage.<\/li>\n<li><strong>Open calm periods.<\/strong> Telework on concentration tasks, or \u00ab&nbsp;focus&nbsp;\u00bb slots where no one is disturbed.<\/li>\n<li><strong>Make withdrawal legitimate&nbsp;:<\/strong> \u00ab&nbsp;When you need to isolate yourself to make progress, take the small room, it&#8217;s meant for that.&nbsp;\u00bb<\/li>\n<li><strong>Place demanding tasks early<\/strong>, when the attentional reserve is intact, and keep the afternoon for less demanding tasks.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again&nbsp;:<\/strong> incorporate the arrangement into the organization rather than in daily exceptions. A permanently assigned desk, rules of silence during certain slots, a clear telework policy&nbsp;: as soon as the adapted environment becomes the norm, the decline in performance at the end of the day disappears on its own.<\/pee>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;everyone works in noise, do like the others&nbsp;\u00bb \u2014 precisely the phrase that denies the mechanism and turns a real constraint into a moral fault.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>These situations, mechanism by mechanism<\/h3>\n<pee>The DYNSEO training \u00ab&nbsp;Managing a neurodivergent collaborator&nbsp;\u00bb covers each of these functions \u2014 attention, communication, sensory processing, executive functions \u2014 and translates them into applicable arrangements right away. 19 lessons, 100&nbsp;% online, at your own pace, unlimited access.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\">Discover the training \u2014 150 \u20ac<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 6 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s6\">6. A last-minute change makes him freeze<\/h2>\n<pee><em>10:45 AM. \u00ab&nbsp;Actually, the client is coming this afternoon instead of next week, can you prepare the demo for 2 PM&nbsp;?&nbsp;\u00bb You expect a \u00ab&nbsp;ok, I&#8217;ll organize myself&nbsp;\u00bb. Instead&nbsp;: a tense silence, visible frustration, sometimes a terse sentence. The team thinks he \u00ab&nbsp;dramatizes&nbsp;\u00bb.<\/em><\/pee>\n<pee>What is at stake&nbsp;: the need for predictability. Many neurodivergent individuals rely on routines and internal planning to regulate their mental load. A sudden change does not just disrupt a schedule&nbsp;: it dismantles a structure that provides security. The reaction is not a whim; it is a brutal cognitive disorganization.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Announce the change, then allow for a transition period.<\/strong> \u00ab&nbsp;There is an unforeseen event, I&#8217;ll give you two minutes and I&#8217;ll come back to detail the organization.&nbsp;\u00bb<\/li>\n<li><strong>Resequence aloud.<\/strong> \u00ab&nbsp;Specifically&nbsp;: we cancel task X, you focus on the demo, I&#8217;ll inform the others.&nbsp;\u00bb The new framework replaces the old one.<\/li>\n<li><strong>Distinguish the urgent from the negotiable.<\/strong> What can wait, waits&nbsp;; we do not accumulate unforeseen events on the same day.<\/li>\n<li><strong>Anticipate when possible&nbsp;:<\/strong> \u00ab&nbsp;The schedule may change this week, I&#8217;ll keep you updated as soon as I know.&nbsp;\u00bb Alerting to uncertainty is already a reference point.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again&nbsp;:<\/strong> reduce the share of structural unforeseen events. A visible weekly schedule, informed as soon as a change is on the horizon, and a clear distinction between what is stable and what can change&nbsp;: the more uncertainty is named in advance, the less unforeseen events cause blockages at the moment.<\/pee>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;you have to know how to adapt in this job&nbsp;\u00bb said in the moment&nbsp;: it&#8217;s true in general, unnecessary here, and it adds pressure to an already ongoing overload.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 7 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s7\">7. The deadline is missed even though he &#8220;had the time&#8221;<\/h2>\n<pee><em>A file assigned three weeks ago, due today. Nothing. \u00ab&nbsp;You had plenty of time.&nbsp;\u00bb He knows it, he blames himself, he spent the last two days on it in a panic. In the meantime, the task remained untouched, as if pushed back by an invisible wall.<\/em><\/pee>\n<pee>What is at stake&nbsp;: a disorder of executive functions \u2014 initiation, planning, time estimation. It is not laziness. Starting a large vague task is precisely what triggers the most difficulty&nbsp;: the distant deadline activates no signal, and real time is hard to perceive. The person did not &#8220;have the time&#8221;&nbsp;: they could not initiate.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Break it down into dated milestones.<\/strong> A large deadline becomes three small ones&nbsp;: \u00ab&nbsp;plan on Friday, draft on Tuesday, final version on Thursday.&nbsp;\u00bb Starting becomes possible.<\/li>\n<li><strong>Make time visible.<\/strong> A <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\">visual timer<\/a> and short checkpoints replace a failing internal estimation.<\/li>\n<li><strong>Start the first step together.<\/strong> \u00ab&nbsp;Let&#8217;s just set the plan now, ten minutes&nbsp;\u00bb&nbsp;: it\u2019s the launch that gets stuck, not the follow-up.<\/li>\n<li><strong>Follow up without monitoring.<\/strong> A short point at each milestone is better than an anxiety-inducing final check.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again&nbsp;:<\/strong> make breaking down into milestones the default mode of operation for this type of file. Once large tasks systematically arrive pre-sequenced, with closely spaced checkpoints, the wall of starting ceases to rise and the outputs naturally spread over time.<\/pee>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;organize yourself better&nbsp;\u00bb, a hollow directive for someone whose function is precisely in difficulty&nbsp;; instead, provide the missing external structure.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 8 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s8\">8. A comment in the meeting causes him to disengage<\/h2>\n<pee><em>In the meeting, you slip&nbsp;: \u00ab&nbsp;Well, this is a bit light, we will need to review all this.&nbsp;\u00bb You move on to the next point. He does not. He has frozen, says nothing for the rest of the meeting, and remains visibly disengaged the next day. You do not understand this reaction for &#8220;so little&#8221;.<\/em><\/pee>\n<pee>What is at stake&nbsp;: an emotional and cognitive overload. A public, ambiguous criticism (\u00ab&nbsp;all this&nbsp;\u00bb: what exactly&nbsp;?), can trigger a disengagement \u2014 sometimes a true state of saturation where the person can no longer access their resources. It is neither sulking nor sensitivity&nbsp;: it is a protective response to a signal received as a global threat.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Separate criticism from the audience.<\/strong> Negative feedback is given one-on-one: \u201cWe\u2019ll look at this point together after the meeting.\u201d<\/li>\n<li><strong>Be precise and factual:<\/strong> \u201cThe last three figures need to be reviewed,\u201d not \u201cit\u2019s light.\u201d Ambiguity is what hurts the most.<\/li>\n<li><strong>If disengagement occurs, do not insist.<\/strong> \u201cWe\u2019ll talk about it later, take the time you need\u201d: forcing the exchange at that moment is counterproductive.<\/li>\n<li><strong>Reopen calmly<\/strong>, later, with a restorative framework: what has been understood, what needs to be adjusted, the concrete next steps.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again:<\/strong> adopt a simple and general rule \u2014 criticism is given in private, precise and followed by a concrete suggestion. This principle protects everyone, not just those sensitive to overload, and improves the quality of feedback across the team.<\/pee>\n<pee><strong>\u274c To avoid:<\/strong> \u201cYou\u2019re taking it badly, it wasn\u2019t meant to be mean,\u201d which shifts the responsibility for the reaction to the person instead of questioning how the message was delivered.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 9 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s9\">9. The annual review goes wrong<\/h2>\n<pee><em>Annual review. You start with something positive, follow up with \u201careas for improvement\u201d stated in generalities, talk about \u201cattitude\u201d and \u201csoft skills.\u201d In front of you, the employee shuts down, or closes off, or asks for examples that you haven\u2019t prepared. The review meant to motivate produces the opposite.<\/em><\/pee>\n<pee>What\u2019s at stake: the implicit codes of the evaluation interview \u2014 the opening compliment that signals a criticism, the vague expectations of \u201csoft skills\u201d \u2014 are difficult to decode for many neuroatypical profiles, who need concrete, factual, and clear criteria. Abstract feedback provides no foothold: it generates anxiety rather than direction.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Prepare facts, not impressions.<\/strong> \u201cOn project X, the deliverable was two days late\u201d is actionable; \u201cyou lack rigor\u201d is not.<\/li>\n<li><strong>Translate \u201csoft skills\u201d into observable behaviors.<\/strong> Not \u201cmore team spirit\u201d but \u201cinform the partner when a task is falling behind.\u201d<\/li>\n<li><strong>Announce the structure:<\/strong> \u201cWe will see what works, what blocks, then the objectives.\u201d A clear framework reduces anxiety.<\/li>\n<li><strong>Leave with written notes.<\/strong> Two or three measurable objectives noted are better than an hour of vague discussion.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again:<\/strong> do not reserve clear objectives for the annual review. A short and regular check-in, based on facts and measurable criteria, avoids the chopping effect of the annual assessment and transforms evaluation into a continuous, predictable, and much less anxiety-inducing process.<\/pee>\n<pee><strong>\u274c To avoid:<\/strong> \u201csandwich\u201d feedback and mitigating phrases that blur the message; here, clarity is a mark of respect, not harshness.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 10 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s10\">10. The team feels they are being given favors<\/h2>\n<pee><em>You have granted additional remote work and an isolated position to one employee. Another team member notices it: \u201cWhy him and not us? We all deserve some peace.\u201d The tension slowly rises, and you sense a feeling of injustice that could contaminate the group.<\/em><\/pee>\n<pee>What is at stake: a classic confusion between equality and equity. An adjustment is not an advantage: it is a compensation that brings the employee back to the same level of ability to produce as others. The issue is real \u2014 the feeling of inequity, if not addressed, damages the team \u2014 but it is resolved by principle, never by disclosing personal information.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Protect confidentiality.<\/strong> Never explain an employee&#8217;s medical situation: it is private information, protected.<\/li>\n<li><strong>State the principle, not the case:<\/strong> \u201cWe adapt everyone&#8217;s job to their needs so that everyone can work well. If you need an adjustment, come talk to me.\u201d<\/li>\n<li><strong>Open the right to everyone.<\/strong> Making adjustments accessible to those in need eliminates the feeling of favoritism.<\/li>\n<li><strong>Value the contribution.<\/strong> Reminding everyone of what each person brings refocuses the team on complementarity rather than comparison.<\/li>\n<\/ol>\n<pee><strong>To prevent this from happening again:<\/strong> establish a team culture where adjustment is an ordinary right, openly discussed in principle. When everyone knows they can request an adjustment according to their needs, comparison and suspicion of favoritism fade, and the collective refocuses on the complementarity of profiles.<\/pee>\n<pee><strong>\u274c To avoid:<\/strong> justifying the adjustment by revealing, even indirectly, the person&#8217;s particularity \u2014 a mistake that betrays their trust and exposes them long-term.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUMMARY \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-recap\">The summary table<\/h2>\n<pee>Knowing how to <strong>manage a neurodivergent employee<\/strong> often comes down to a simple reflex: replace the implicit with the explicit, and interpretation with a fact. Here, in one reading, is the conduct to follow for each situation.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Situation<\/th>\n<th>What it often concerns<\/th>\n<th>\u2705 The reflex to have<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Meeting that derails<\/td>\n<td>Inhibition, ADHD<\/td>\n<td>Frame the format, provide an outlet for the idea, refocus the fact<\/td>\n<\/tr>\n<tr>\n<td>Never says hello<\/td>\n<td>Non-automatic social codes<\/td>\n<td>Do not overinterpret, name the expectation, ease the gaze<\/td>\n<\/tr>\n<tr>\n<td>Feedback \u201ctoo direct\u201d<\/td>\n<td>Literal communication<\/td>\n<td>Translate the intention, provide a framework and examples<\/td>\n<\/tr>\n<tr>\n<td>Forgotten oral instruction<\/td>\n<td>Limited working memory<\/td>\n<td>Write down, one instruction at a time, have them rephrase<\/td>\n<\/tr>\n<tr>\n<td>Ineffective in open space<\/td>\n<td>Sensory hypersensitivity<\/td>\n<td>Act on the environment, open quiet periods<\/td>\n<\/tr>\n<tr>\n<td>Stuck on unexpected<\/td>\n<td>Need for predictability<\/td>\n<td>Announce, allow a transition time, resequence<\/td>\n<\/tr>\n<tr>\n<td>Missed deadline<\/td>\n<td>Executive functions, initiation<\/td>\n<td>Break down into dated milestones, make time visible, initiate<\/td>\n<\/tr>\n<tr>\n<td>Disengagement on a remark<\/td>\n<td>Overload, ambiguous public criticism<\/td>\n<td>Criticize in private, be specific, reopen calmly<\/td>\n<\/tr>\n<tr>\n<td>Annual review that closes<\/td>\n<td>Abstract feedback, implicit codes<\/td>\n<td>Facts, observable behaviors, written documentation<\/td>\n<\/tr>\n<tr>\n<td>\u201cWe are doing them favors\u201d<\/td>\n<td>Confusion between equality \/ equity<\/td>\n<td>Protect confidentiality, state the principle for all<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f The signal that takes precedence over any managerial analysis<\/strong>\n  <pee>A prolonged withdrawal, unusual exhaustion, expressions of deep discouragement, a marked change in behavior do not indicate a simple job adjustment. In the presence of signs of suffering at work, direct the person to the occupational doctor or a psychologist, and reach out to your organization&#8217;s HR resources. The manager&#8217;s role is to observe, listen, and guide \u2014 never to diagnose or treat. In case of acute distress or immediate danger, contact your country&#8217;s emergency services without delay.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SERIES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2>To go further<\/h2>\n<pee>These ten scenes provide reflexes; the following articles delve into the &#8220;why&#8221; and the &#8220;how to install sustainably&#8221;. Read them as direct complements to what you have just explored.<\/pee>\n<div class=\"dyn-serie\">\n  <a href=\"#guide-complet\"><span>Background Guide<\/span>Managing a neurodiverse employee: the complete guide to understanding what is at stake<\/a><br \/>\n  <a href=\"#activites-amenagements\"><span>Toolbox<\/span>Activities, resources, and concrete adjustments to implement<\/a><br \/>\n  <a href=\"#posture-equipe\"><span>Professional posture<\/span>Posture, teamwork, and skill development<\/a><br \/>\n  <a href=\"#presentation-formation\"><span>The training<\/span>Program, content, and who the training &#8220;Managing a neurodiverse employee&#8221; is aimed at<\/a>\n<\/div>\n<pee>On the side of everyday tools, several free DYNSEO resources translate well into the professional world: the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\">visual timer<\/a> to make time concrete, the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/3-column-table\/\">three-column chart<\/a> to ensure reliable task tracking, or the entire <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">catalog of free tools<\/a>. To objectify certain cognitive functions in a non-medical setting, the <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">cognitive tests<\/a> can serve as a first reference. And for training attention functions and working memory in adults, the application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a> offers fun and progressive exercises.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-faq\">Frequently Asked Questions<\/h2>\n<div class=\"dyn-faq\">\n<h3>Do I need to know my employee&#8217;s diagnosis to manage them well?<\/h3>\n<pee>No, and you don&#8217;t have the right to it without their consent: health status is private information. You can very well support someone without a label, starting from their concrete needs: how they follow instructions, in what environment they perform best, what challenges them. It is the adjustments that matter, not the name of the disorder. If the employee chooses to talk to you about their functioning, welcome them discreetly and without disclosing it to the team. For any medical or recognition issues, the occupational doctor is the appropriate contact.<\/pee>\n<h3>How can I tell if a behavior is due to neurodiversity or a lack of involvement?<\/h3>\n<pee>It is not the manager&#8217;s role to decide, and the answer is less important than one might think. In both cases, the right approach is the same: describe a specific fact, discuss it without judgment, test a concrete adjustment, and observe what changes. If providing a written instruction or breaking down a task permanently resolves the situation, it was indeed a question of functioning. The person&#8217;s consistency, their visible efforts, and the effect of adjustments say more than any assumption about their intentions.<\/pee>\n<h3>Isn&#8217;t an adjustment for one employee unfair to others?<\/h3>\n<pee>This is a common confusion between equality and equity. Giving the same thing to everyone is not fair if needs differ: an adjustment compensates for a difficulty to bring the person to the same level of ability to work, it is not an advantage. The best way to defuse the feeling of inequity is to open the possibility of adjustments to the entire team, according to everyone&#8217;s needs, and to state this principle clearly. We explain the rule, never the individual case: an employee&#8217;s situation remains confidential.<\/pee>\n<h3>What should I do if my attempts to adapt are not enough?<\/h3>\n<pee>It is normal not to solve everything alone, and it is not a failure. Several resources exist: the occupational doctor can recommend workplace adjustments, human resources know the mobilizable systems, and specialized organizations support the employment of people with disabilities. If you observe signs of distress \u2014 exhaustion, prolonged withdrawal, deep discouragement \u2014 direct them promptly to the occupational doctor or a psychologist. Training as a manager also helps to identify the right levers and contacts more quickly before tensions arise.<\/pee>\n<h3>How to talk to the team without breaching confidentiality?<\/h3>\n<pee>By focusing on behaviors and principles, never on the person. You can remind that everyone communicates and works differently, that adjustments exist for all according to needs, and invite not to overinterpret the attitudes of one another. If an employee wishes to explain their functioning to the team themselves, it is their choice and you can support them; but the initiative belongs to them. A collective informed of general principles \u2014 and not of specific cases \u2014 becomes significantly more tolerant and cooperative, without any private information having circulated.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <pee>This article provides general managerial guidelines. It does not replace the advice of the occupational physician, nor that of a psychologist, nor the HR procedures of your organization. Neurodiversity encompasses very varied realities: each person is different, and no general advice can substitute for listening to their real needs. In case of doubt about a specific situation or signs of distress, refer to a competent health professional.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FINAL CTA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Managing a neurodiverse employee is something you can learn<\/h3>\n<pee>You now have the reflexes for ten everyday situations. To go further \u2014 understand each functioning, build sustainable adjustments, and give your team a common language \u2014 the DYNSEO training supports you step by step: 19 lessons, 100% online, unlimited access, at your own pace. Certified Qualiopi organization (No. 11757351875), certificate of completion awarded at the end of the course.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\">Discover the training \u2014 \u20ac150<\/a>\n<\/div>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":412655,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" 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neuroatypique : 10 situations difficiles du quotidien et comment y r\u00e9pondre\",\n      \"inLanguage\": \"fr\",\n      \"author\": {\n        \"@type\": \"Organization\",\n        \"name\": \"DYNSEO\",\n        \"url\": \"https:\/\/www.dynseo.com\/\"\n      },\n      \"publisher\": {\n        \"@type\": \"Organization\",\n        \"name\": \"DYNSEO\",\n        \"url\": \"https:\/\/www.dynseo.com\/\"\n      },\n      \"image\": \"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-7.png\"\n    },\n    {\n      \"@type\": \"FAQPage\",\n      \"mainEntity\": [\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Dois-je conna\u00eetre le diagnostic de mon collaborateur pour bien le manager ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Non, et vous n'y avez d'ailleurs pas droit sans son accord : l'\u00e9tat de sant\u00e9 est une information priv\u00e9e. Vous pouvez tr\u00e8s bien accompagner quelqu'un sans \u00e9tiquette, en partant de ses besoins concrets : comment il retient une consigne, dans quel environnement il produit le mieux, ce qui le met en difficult\u00e9. Ce sont les am\u00e9nagements qui comptent, pas le nom du trouble. Si le collaborateur choisit de vous parler de son fonctionnement, accueillez-le avec discr\u00e9tion et sans le divulguer \u00e0 l'\u00e9quipe. Pour tout enjeu m\u00e9dical ou de reconnaissance, le m\u00e9decin du travail est l'interlocuteur adapt\u00e9.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment savoir si un comportement rel\u00e8ve de la neuroatypie ou d'un manque d'implication ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Ce n'est pas au manager de trancher, et la r\u00e9ponse importe moins qu'on ne le croit. Dans les deux cas, la bonne d\u00e9marche est la m\u00eame : d\u00e9crire un fait pr\u00e9cis, en parler sans juger, tester un am\u00e9nagement concret et observer ce qui change. Si le fait de rendre une consigne \u00e9crite ou de d\u00e9couper une t\u00e2che d\u00e9bloque durablement la situation, c'\u00e9tait bien une question de fonctionnement. La constance de la personne, ses efforts visibles et l'effet des ajustements en disent plus long que toute supposition sur ses intentions.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Un am\u00e9nagement pour un salari\u00e9 n'est-il pas injuste pour les autres ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"C'est une confusion fr\u00e9quente entre \u00e9galit\u00e9 et \u00e9quit\u00e9. Donner la m\u00eame chose \u00e0 tous n'est pas juste si les besoins diff\u00e8rent : un am\u00e9nagement compense une difficult\u00e9 pour ramener la personne au m\u00eame niveau de capacit\u00e9 \u00e0 travailler, ce n'est pas un avantage. Le meilleur moyen de d\u00e9samorcer le sentiment d'iniquit\u00e9 est d'ouvrir la possibilit\u00e9 d'am\u00e9nagements \u00e0 toute l'\u00e9quipe, selon les besoins de chacun, et de poser ce principe clairement. On explique la r\u00e8gle, jamais le cas individuel : la situation d'un salari\u00e9 reste confidentielle.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Que faire si mes tentatives d'adaptation ne suffisent pas ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Il est normal de ne pas tout r\u00e9soudre seul, et ce n'est pas un \u00e9chec. Plusieurs relais existent : le m\u00e9decin du travail peut pr\u00e9coniser des am\u00e9nagements de poste, les ressources humaines connaissent les dispositifs mobilisables, et des organismes sp\u00e9cialis\u00e9s accompagnent l'emploi des personnes en situation de handicap. Si vous observez des signes de souffrance \u2014 \u00e9puisement, repli durable, d\u00e9couragement profond \u2014, orientez sans tarder vers le m\u00e9decin du travail ou un psychologue. Se former, comme manager, aide aussi \u00e0 identifier plus vite les bons leviers et les bons interlocuteurs avant que les tensions ne s'installent.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment parler \u00e0 l'\u00e9quipe sans trahir la confidentialit\u00e9 ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"En restant sur les comportements et les principes, jamais sur la personne. Vous pouvez rappeler que chacun communique et travaille diff\u00e9remment, que les am\u00e9nagements existent pour tous selon les besoins, et inviter \u00e0 ne pas surinterpr\u00e9ter les attitudes des uns et des autres. Si un collaborateur souhaite lui-m\u00eame expliquer son fonctionnement \u00e0 l'\u00e9quipe, c'est son choix et vous pouvez le soutenir ; mais l'initiative lui appartient. Un collectif inform\u00e9 des principes g\u00e9n\u00e9raux \u2014 et non des cas particuliers \u2014 devient nettement plus tol\u00e9rant et coop\u00e9ratif, sans qu'aucune information priv\u00e9e n'ait circul\u00e9.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script>\n<div class=\"dbi-art-5b2af8\"><!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><div class=\"dyn-article\"><header class=\"dyn-pagehead dyn-pagehead--eau\">\n  <span class=\"dyn-pagehead__cat\">Professionals \u00b7 Work, HR &amp; neurodiversity<\/span>\n  <h1>Managing a neurodivergent employee: 10 difficult everyday situations and how to respond<\/h1>\n  <p class=\"dyn-pagehead__lead\">Managing a neurodivergent employee is almost never a matter of grand principles. Difficulties arise in very ordinary moments: a meeting that goes off track, an instruction forgotten as soon as one leaves the hallway, a \"too direct\" feedback that cools the team, an open space that makes someone ineffective, a last-minute change that causes everything to block. Nothing dramatic on the surface \u2014 and yet, if mishandled, these micro-moments damage the relationship, performance, and trust.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 19 min read<\/li>\n    <li>\ud83d\udc65 For professionals<\/li>\n    <li>\ud83d\udd04 Updated in August 2026<\/li>\n  <\/ul>\n<\/header>\n\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n  <div class=\"dyn-hero__grid\">\n    <div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-7.png\" alt=\"DYNSEO Training 'Managing a neurodivergent employee'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\">Managing a neurodivergent employee<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udfa5 7 modules \u00b7 19 lessons<\/li>\n        <li>\ud83d\udcbb 100 % online<\/li>\n        <li>\u23f1\ufe0f At your own pace<\/li>\n        <li>\ud83c\udfc5 Qualiopi organization<\/li>\n        <li>\ud83c\udf0d 9 languages<\/li>\n      <\/ul>\n      <div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\">See the training<\/a>\n        <span class=\"dyn-hero__price\">150.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>Here are ten of these situations, described as they really occur. For each: what is really happening with the person, the spontaneous reaction that worsens things, the step-by-step response that works \u2014 with the exact words to say \u2014 and how to prevent the scene from happening again. The goal is not to diagnose in place of a professional, but to give you reliable managerial reflexes, applicable from Monday morning.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<section class=\"dyn-tldr\">\n  <h2>The essentials in 30 seconds<\/h2>\n  <p>Most tensions around a neurodivergent employee do not come from a lack of will or respect: they come from a <strong>different cognitive functioning<\/strong> that meets an organization designed for the majority.<\/p>\n  <ul>\n    <li><strong>Behavior is information<\/strong>, not a provocation: a forgotten instruction, a blockage, a blunt response say something about functioning, not intention.<\/li>\n    <li><strong>The explicit works better than the implicit<\/strong>: writing, framing, announcing changes avoids the vast majority of misunderstandings.<\/li>\n    <li><strong>A targeted adjustment<\/strong> is better than a speech about good will: we act on the environment, not on the person.<\/li>\n    <li><strong>Equity is not equality<\/strong>: adapting an employee's position is not a privilege, it is an upgrade.<\/li>\n    <li><strong>A sign of suffering<\/strong> \u2014 lasting withdrawal, exhaustion, discouraging remarks \u2014 falls under the occupational physician or a psychologist, not just the manager.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <p>The 10 situations<\/p>\n  <ol>\n    <li><a href=\"#dyn-s1\">The meeting goes off track<\/a><\/li>\n    <li><a href=\"#dyn-s2\">He never says hello<\/a><\/li>\n    <li><a href=\"#dyn-s3\">His feedback is \"too direct\" and offends the team<\/a><\/li>\n    <li><a href=\"#dyn-s4\">The oral instruction is forgotten as soon as one leaves the hallway<\/a><\/li>\n    <li><a href=\"#dyn-s5\">The open space makes him ineffective<\/a><\/li>\n    <li><a href=\"#dyn-s6\">A last-minute change causes him to block<\/a><\/li>\n    <li><a href=\"#dyn-s7\">The deadline is missed even though he \"had time\"<\/a><\/li>\n    <li><a href=\"#dyn-s8\">A remark in the meeting makes him disengage<\/a><\/li>\n    <li><a href=\"#dyn-s9\">The annual review goes wrong<\/a><\/li>\n    <li><a href=\"#dyn-s10\">The team feels they are being given favors<\/a><\/li>\n    <li><a href=\"#dyn-recap\">The summary table<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 1 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s1\">1. The meeting goes off track<\/h2>\n\n<p><em>Team meeting, 10 AM. You present the quarterly plan. He interrupts you three times, jumps on an idea with no apparent link, returns to a point already settled. Around the table, people sigh and roll their eyes. You feel like you're losing the thread of your own meeting.<\/em><\/p>\n<p>What is happening: for many people with an attention disorder (ADHD), inhibition \u2014 the ability to hold onto an idea until it is relevant \u2014 works differently. Interrupting is not disrespectful: it is a thought that overflows because it may fade away if not expressed immediately. Read as a lack of manners, this behavior leads to repeated reminders that humiliate without changing the mechanism.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Frame the format in advance, for everyone.<\/strong> \u201cWe will go around the table, everyone writes down their ideas and we keep five minutes for questions at the end.\u201d The collective rule avoids targeting an individual.<\/li>\n  <li><strong>Give an outlet to the overflowing idea.<\/strong> \u201cWrite it down in the shared document, we will come back to it in the next point.\u201d The idea is secured, the interruption no longer has a reason to exist.<\/li>\n  <li><strong>Reframe the fact, not the person:<\/strong> \u201cI will finish this point and then I will give you the floor,\u201d rather than \u201clet me finish.\u201d<\/li>\n  <li><strong>Assign them an active role<\/strong> \u2014 note-taking, timekeeper. Focused attention on a task spontaneously reduces digressions.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again:<\/strong> establish a shared idea support during meetings and a speaking turn rule that applies to everyone. A structured meeting \u2014 agenda sent in advance, timing, a dedicated moment for questions \u2014 benefits the entire team and makes the framework feel natural rather than imposed.<\/p>\n\n<p><strong>\u274c To avoid:<\/strong> saying \u201cyou are still interrupting everyone\u201d in front of the team, which creates an image of a free electron and pushes the person to withdraw completely from discussions.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 2 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s2\">2. He never says hello<\/h2>\n\n<p><em>In the morning, he crosses the open space without a word, headphones on, goes straight to his desk. In meetings, he does not look you in the eye. A colleague whispers to you that she finds him \u201ccold,\u201d even \u201carrogant.\u201d However, when approached on a technical subject, he is available and precise.<\/em><\/p>\n\n<p>What is happening: for people on the autism spectrum, automatic social rituals \u2014 greeting, making eye contact, engaging in small talk \u2014 are not spontaneous and require a lot of energy. Eye contact, in particular, can be uncomfortable to the point of hindering listening. The absence of a greeting expresses neither disdain nor distance: it is a social code that does not activate by itself.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Do not overinterpret.<\/strong> Assume that the intention is neutral: the vast majority of these signals carry no hostile charge.<\/li>\n  <li><strong>State the expectation concretely, without judging the attitude:<\/strong> \u201cIn the team, we say hello in the morning, even briefly, it matters to others.\u201d An explicit rule is much more useful than a feeling.<\/li>\n  <li><strong>Unload the eye contact.<\/strong> \u201cYou don\u2019t have to look at me for us to understand each other\u201d frees up energy for real listening.<\/li>\n  <li><strong>Explain to the team how it works, without revealing private information:<\/strong> \u201cEveryone has their own way of communicating, don\u2019t take it personally.\u201d<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again:<\/strong> once the expected codes are clarified and everyone understands each other's functioning, misunderstandings will naturally decrease. What felt like coldness becomes a simple difference in style, and the group stops looking for an intention that never existed.<\/p>\n<p><strong>\u274c To avoid&nbsp;:<\/strong> forcing eye contact (\u201c&nbsp;look at me when I talk to you&nbsp;\u201d) or commenting on personality (\u201c&nbsp;make an effort to be nicer&nbsp;\u201d), two phrases that worsen discomfort without producing the expected behavior.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 3 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s3\">3. His feedback is \u201c&nbsp;too direct&nbsp;\u201d and offends the team<\/h2>\n\n<p><em>In reviewing a deliverable, he writes&nbsp;: \u201c&nbsp;This part is wrong, it needs to be redone.&nbsp;\u201d No \u201c&nbsp;hello&nbsp;\u201d, no \u201c&nbsp;maybe&nbsp;\u201d, no softening phrases. The author of the document experiences it as an aggression and comes to complain. He does not understand&nbsp;: for him, he just pointed out a mistake.<\/em><\/p>\n\n<p>What is at stake&nbsp;: literal communication, common in autism but not only, prioritizes information over relational packaging. Politeness formulas and softening phrases, which serve as a social cushion for the majority, may seem superfluous, even dishonest. The message is neither aggressive nor contemptuous in intent&nbsp;: it is simply stripped of what others implicitly expect.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Translate the intent to the team.<\/strong> \u201c&nbsp;He targets the content, not the person&nbsp;\u201d diffuses the emotional reading of a factual message.<\/li>\n  <li><strong>Provide an explicit framework rather than a \u201c&nbsp;be more diplomatic&nbsp;\u201d.<\/strong> A reusable formula&nbsp;: \u201c&nbsp;Strength + what blocks + proposal.&nbsp;\u201d Ambiguity (\u201c&nbsp;soften the message&nbsp;\u201d) does not apply.<\/li>\n  <li><strong>Provide concrete examples&nbsp;:<\/strong> \u201c&nbsp;Rather write&nbsp;: the structure is good, however this paragraph is inaccurate, here is the source to verify.&nbsp;\u201d<\/li>\n  <li><strong>Acknowledge the value of frankness.<\/strong> This rigor is an asset&nbsp;: the subject is the form of the message, never the requirement for accuracy.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again&nbsp;:<\/strong> equip the collaborator with a reusable feedback framework and make it a team standard. When everyone relies on the same structure \u2014 fact, effect, proposal \u2014 frankness becomes a quality in service of the work instead of being experienced as brusqueness.<\/p>\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> asking him to be \u201c&nbsp;nicer&nbsp;\u201d without instructions \u2014 an implicit guideline that he cannot decode and that leaves him feeling like a failure.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 4 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s4\">4. The oral instruction is forgotten as soon as he leaves the hallway<\/h2>\n\n<p><em>You run into him near the coffee machine&nbsp;: \u201c&nbsp;Remember to send the report to accounting and to book the room for Thursday.&nbsp;\u201d He nods. At the end of the day, nothing is done. You are annoyed&nbsp;: you told him, he said yes. He is genuinely sorry and only remembers the report.<\/em><\/p>\n\n<p>What is at stake&nbsp;: working memory \u2014 this mental space that retains information long enough to execute it \u2014 has a limited capacity, often reduced in ADHD and certain DYS disorders. A double instruction, given orally, while moving, without support, is likely to be lost. This is not negligence&nbsp;: the information was never stored durably.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Write down what needs to be done.<\/strong> A message, a ticket, a line in the shared tool. The rule&nbsp;: if it\u2019s not written, it doesn\u2019t exist.<\/li>\n  <li><strong>One instruction at a time<\/strong>, in the order of execution, with a dated deadline&nbsp;: \u201c&nbsp;Room booked by noon, report by 5 PM.&nbsp;\u201d<\/li>\n  <li><strong>Have him rephrase.<\/strong> \u201c&nbsp;Can you tell me what you remember?&nbsp;\u201d checks what has actually been understood, without infantilizing.<\/li>\n  <li><strong>Establish a single channel.<\/strong> A <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-3-colonnes\/\">three-column board \u201c&nbsp;to do \/ in progress \/ done&nbsp;\u201d<\/a> avoids instructions getting lost between two hallways.<\/li>\n<\/ol>\n<p><strong>To prevent this from happening again&nbsp;:<\/strong> transform the habit into a system. All important requests now go through writing, in a single known channel, with a deadline. This reflex, applied to the entire team, ensures reliable transmissions well beyond the single concerned collaborator and reduces forgetfulness for everyone.<\/p>\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;I told you so&nbsp;\u00bb \u2014 true, but ineffective&nbsp;: the unwritten oral communication was not a reliable medium for this person anyway.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 5 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s5\">5. The open space makes it ineffective<\/h2>\n\n<p><em>He produces very good work\u2026 early in the morning or while teleworking. As soon as the open space fills up \u2014 conversations, phone calls, comings and goings \u2014 his productivity collapses, he makes mistakes, and seems exhausted by 3 PM. He is subtly blamed for a \u00ab&nbsp;lack of concentration&nbsp;\u00bb.<\/em><\/p>\n\n<p>What is at stake&nbsp;: sensory hypersensitivity, common in autism and ADHD, means that the brain does not automatically filter out irrelevant stimuli. Background noise, light, and movement are processed at the same level as the task. The result is not a lack of attention but saturation&nbsp;: all the energy goes into coping with the environment.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Act on the environment, not on the person.<\/strong> Noise-canceling headphones, a desk near a wall rather than in the center, back to the passage.<\/li>\n  <li><strong>Open calm periods.<\/strong> Telework on concentration tasks, or \u00ab&nbsp;focus&nbsp;\u00bb slots where no one is disturbed.<\/li>\n  <li><strong>Make withdrawal legitimate&nbsp;:<\/strong> \u00ab&nbsp;When you need to isolate yourself to make progress, take the small room, it's meant for that.&nbsp;\u00bb<\/li>\n  <li><strong>Place demanding tasks early<\/strong>, when the attentional reserve is intact, and keep the afternoon for less demanding tasks.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again&nbsp;:<\/strong> incorporate the arrangement into the organization rather than in daily exceptions. A permanently assigned desk, rules of silence during certain slots, a clear telework policy&nbsp;: as soon as the adapted environment becomes the norm, the decline in performance at the end of the day disappears on its own.<\/p>\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;everyone works in noise, do like the others&nbsp;\u00bb \u2014 precisely the phrase that denies the mechanism and turns a real constraint into a moral fault.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>These situations, mechanism by mechanism<\/h3>\n  <p>The DYNSEO training \u00ab&nbsp;Managing a neurodivergent collaborator&nbsp;\u00bb covers each of these functions \u2014 attention, communication, sensory processing, executive functions \u2014 and translates them into applicable arrangements right away. 19 lessons, 100&nbsp;% online, at your own pace, unlimited access.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\">Discover the training \u2014 150 \u20ac<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 6 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s6\">6. A last-minute change makes him freeze<\/h2>\n\n<p><em>10:45 AM. \u00ab&nbsp;Actually, the client is coming this afternoon instead of next week, can you prepare the demo for 2 PM&nbsp;?&nbsp;\u00bb You expect a \u00ab&nbsp;ok, I'll organize myself&nbsp;\u00bb. Instead&nbsp;: a tense silence, visible frustration, sometimes a terse sentence. The team thinks he \u00ab&nbsp;dramatizes&nbsp;\u00bb.<\/em><\/p>\n\n<p>What is at stake&nbsp;: the need for predictability. Many neurodivergent individuals rely on routines and internal planning to regulate their mental load. A sudden change does not just disrupt a schedule&nbsp;: it dismantles a structure that provides security. The reaction is not a whim; it is a brutal cognitive disorganization.<\/p>\n<ol class=\"dyn-steps\">\n  <li><strong>Announce the change, then allow for a transition period.<\/strong> \u00ab&nbsp;There is an unforeseen event, I'll give you two minutes and I'll come back to detail the organization.&nbsp;\u00bb<\/li>\n  <li><strong>Resequence aloud.<\/strong> \u00ab&nbsp;Specifically&nbsp;: we cancel task X, you focus on the demo, I'll inform the others.&nbsp;\u00bb The new framework replaces the old one.<\/li>\n  <li><strong>Distinguish the urgent from the negotiable.<\/strong> What can wait, waits&nbsp;; we do not accumulate unforeseen events on the same day.<\/li>\n  <li><strong>Anticipate when possible&nbsp;:<\/strong> \u00ab&nbsp;The schedule may change this week, I'll keep you updated as soon as I know.&nbsp;\u00bb Alerting to uncertainty is already a reference point.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again&nbsp;:<\/strong> reduce the share of structural unforeseen events. A visible weekly schedule, informed as soon as a change is on the horizon, and a clear distinction between what is stable and what can change&nbsp;: the more uncertainty is named in advance, the less unforeseen events cause blockages at the moment.<\/p>\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;you have to know how to adapt in this job&nbsp;\u00bb said in the moment&nbsp;: it's true in general, unnecessary here, and it adds pressure to an already ongoing overload.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 7 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s7\">7. The deadline is missed even though he \"had the time\"<\/h2>\n\n<p><em>A file assigned three weeks ago, due today. Nothing. \u00ab&nbsp;You had plenty of time.&nbsp;\u00bb He knows it, he blames himself, he spent the last two days on it in a panic. In the meantime, the task remained untouched, as if pushed back by an invisible wall.<\/em><\/p>\n\n<p>What is at stake&nbsp;: a disorder of executive functions \u2014 initiation, planning, time estimation. It is not laziness. Starting a large vague task is precisely what triggers the most difficulty&nbsp;: the distant deadline activates no signal, and real time is hard to perceive. The person did not \"have the time\"&nbsp;: they could not initiate.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Break it down into dated milestones.<\/strong> A large deadline becomes three small ones&nbsp;: \u00ab&nbsp;plan on Friday, draft on Tuesday, final version on Thursday.&nbsp;\u00bb Starting becomes possible.<\/li>\n  <li><strong>Make time visible.<\/strong> A <a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\">visual timer<\/a> and short checkpoints replace a failing internal estimation.<\/li>\n  <li><strong>Start the first step together.<\/strong> \u00ab&nbsp;Let's just set the plan now, ten minutes&nbsp;\u00bb&nbsp;: it\u2019s the launch that gets stuck, not the follow-up.<\/li>\n  <li><strong>Follow up without monitoring.<\/strong> A short point at each milestone is better than an anxiety-inducing final check.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again&nbsp;:<\/strong> make breaking down into milestones the default mode of operation for this type of file. Once large tasks systematically arrive pre-sequenced, with closely spaced checkpoints, the wall of starting ceases to rise and the outputs naturally spread over time.<\/p>\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> \u00ab&nbsp;organize yourself better&nbsp;\u00bb, a hollow directive for someone whose function is precisely in difficulty&nbsp;; instead, provide the missing external structure.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 8 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s8\">8. A comment in the meeting causes him to disengage<\/h2>\n\n<p><em>In the meeting, you slip&nbsp;: \u00ab&nbsp;Well, this is a bit light, we will need to review all this.&nbsp;\u00bb You move on to the next point. He does not. He has frozen, says nothing for the rest of the meeting, and remains visibly disengaged the next day. You do not understand this reaction for \"so little\".<\/em><\/p>\n\n<p>What is at stake&nbsp;: an emotional and cognitive overload. A public, ambiguous criticism (\u00ab&nbsp;all this&nbsp;\u00bb: what exactly&nbsp;?), can trigger a disengagement \u2014 sometimes a true state of saturation where the person can no longer access their resources. It is neither sulking nor sensitivity&nbsp;: it is a protective response to a signal received as a global threat.<\/p>\n<ol class=\"dyn-steps\">\n  <li><strong>Separate criticism from the audience.<\/strong> Negative feedback is given one-on-one: \u201cWe\u2019ll look at this point together after the meeting.\u201d<\/li>\n  <li><strong>Be precise and factual:<\/strong> \u201cThe last three figures need to be reviewed,\u201d not \u201cit\u2019s light.\u201d Ambiguity is what hurts the most.<\/li>\n  <li><strong>If disengagement occurs, do not insist.<\/strong> \u201cWe\u2019ll talk about it later, take the time you need\u201d: forcing the exchange at that moment is counterproductive.<\/li>\n  <li><strong>Reopen calmly<\/strong>, later, with a restorative framework: what has been understood, what needs to be adjusted, the concrete next steps.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again:<\/strong> adopt a simple and general rule \u2014 criticism is given in private, precise and followed by a concrete suggestion. This principle protects everyone, not just those sensitive to overload, and improves the quality of feedback across the team.<\/p>\n\n<p><strong>\u274c To avoid:<\/strong> \u201cYou\u2019re taking it badly, it wasn\u2019t meant to be mean,\u201d which shifts the responsibility for the reaction to the person instead of questioning how the message was delivered.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 9 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s9\">9. The annual review goes wrong<\/h2>\n\n<p><em>Annual review. You start with something positive, follow up with \u201careas for improvement\u201d stated in generalities, talk about \u201cattitude\u201d and \u201csoft skills.\u201d In front of you, the employee shuts down, or closes off, or asks for examples that you haven\u2019t prepared. The review meant to motivate produces the opposite.<\/em><\/p>\n\n<p>What\u2019s at stake: the implicit codes of the evaluation interview \u2014 the opening compliment that signals a criticism, the vague expectations of \u201csoft skills\u201d \u2014 are difficult to decode for many neuroatypical profiles, who need concrete, factual, and clear criteria. Abstract feedback provides no foothold: it generates anxiety rather than direction.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Prepare facts, not impressions.<\/strong> \u201cOn project X, the deliverable was two days late\u201d is actionable; \u201cyou lack rigor\u201d is not.<\/li>\n  <li><strong>Translate \u201csoft skills\u201d into observable behaviors.<\/strong> Not \u201cmore team spirit\u201d but \u201cinform the partner when a task is falling behind.\u201d<\/li>\n  <li><strong>Announce the structure:<\/strong> \u201cWe will see what works, what blocks, then the objectives.\u201d A clear framework reduces anxiety.<\/li>\n  <li><strong>Leave with written notes.<\/strong> Two or three measurable objectives noted are better than an hour of vague discussion.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again:<\/strong> do not reserve clear objectives for the annual review. A short and regular check-in, based on facts and measurable criteria, avoids the chopping effect of the annual assessment and transforms evaluation into a continuous, predictable, and much less anxiety-inducing process.<\/p>\n\n<p><strong>\u274c To avoid:<\/strong> \u201csandwich\u201d feedback and mitigating phrases that blur the message; here, clarity is a mark of respect, not harshness.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 10 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s10\">10. The team feels they are being given favors<\/h2>\n\n<p><em>You have granted additional remote work and an isolated position to one employee. Another team member notices it: \u201cWhy him and not us? We all deserve some peace.\u201d The tension slowly rises, and you sense a feeling of injustice that could contaminate the group.<\/em><\/p>\n<p>What is at stake: a classic confusion between equality and equity. An adjustment is not an advantage: it is a compensation that brings the employee back to the same level of ability to produce as others. The issue is real \u2014 the feeling of inequity, if not addressed, damages the team \u2014 but it is resolved by principle, never by disclosing personal information.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Protect confidentiality.<\/strong> Never explain an employee's medical situation: it is private information, protected.<\/li>\n  <li><strong>State the principle, not the case:<\/strong> \u201cWe adapt everyone's job to their needs so that everyone can work well. If you need an adjustment, come talk to me.\u201d<\/li>\n  <li><strong>Open the right to everyone.<\/strong> Making adjustments accessible to those in need eliminates the feeling of favoritism.<\/li>\n  <li><strong>Value the contribution.<\/strong> Reminding everyone of what each person brings refocuses the team on complementarity rather than comparison.<\/li>\n<\/ol>\n\n<p><strong>To prevent this from happening again:<\/strong> establish a team culture where adjustment is an ordinary right, openly discussed in principle. When everyone knows they can request an adjustment according to their needs, comparison and suspicion of favoritism fade, and the collective refocuses on the complementarity of profiles.<\/p>\n\n<p><strong>\u274c To avoid:<\/strong> justifying the adjustment by revealing, even indirectly, the person's particularity \u2014 a mistake that betrays their trust and exposes them long-term.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUMMARY \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-recap\">The summary table<\/h2>\n\n<p>Knowing how to <strong>manage a neurodivergent employee<\/strong> often comes down to a simple reflex: replace the implicit with the explicit, and interpretation with a fact. Here, in one reading, is the conduct to follow for each situation.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Situation<\/th><th>What it often concerns<\/th><th>\u2705 The reflex to have<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Meeting that derails<\/td><td>Inhibition, ADHD<\/td><td>Frame the format, provide an outlet for the idea, refocus the fact<\/td><\/tr>\n    <tr><td>Never says hello<\/td><td>Non-automatic social codes<\/td><td>Do not overinterpret, name the expectation, ease the gaze<\/td><\/tr>\n    <tr><td>Feedback \u201ctoo direct\u201d<\/td><td>Literal communication<\/td><td>Translate the intention, provide a framework and examples<\/td><\/tr>\n    <tr><td>Forgotten oral instruction<\/td><td>Limited working memory<\/td><td>Write down, one instruction at a time, have them rephrase<\/td><\/tr>\n    <tr><td>Ineffective in open space<\/td><td>Sensory hypersensitivity<\/td><td>Act on the environment, open quiet periods<\/td><\/tr>\n    <tr><td>Stuck on unexpected<\/td><td>Need for predictability<\/td><td>Announce, allow a transition time, resequence<\/td><\/tr>\n    <tr><td>Missed deadline<\/td><td>Executive functions, initiation<\/td><td>Break down into dated milestones, make time visible, initiate<\/td><\/tr>\n    <tr><td>Disengagement on a remark<\/td><td>Overload, ambiguous public criticism<\/td><td>Criticize in private, be specific, reopen calmly<\/td><\/tr>\n    <tr><td>Annual review that closes<\/td><td>Abstract feedback, implicit codes<\/td><td>Facts, observable behaviors, written documentation<\/td><\/tr>\n    <tr><td>\u201cWe are doing them favors\u201d<\/td><td>Confusion between equality \/ equity<\/td><td>Protect confidentiality, state the principle for all<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f The signal that takes precedence over any managerial analysis<\/strong>\n  <p>A prolonged withdrawal, unusual exhaustion, expressions of deep discouragement, a marked change in behavior do not indicate a simple job adjustment. In the presence of signs of suffering at work, direct the person to the occupational doctor or a psychologist, and reach out to your organization's HR resources. The manager's role is to observe, listen, and guide \u2014 never to diagnose or treat. In case of acute distress or immediate danger, contact your country's emergency services without delay.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SERIES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2>To go further<\/h2>\n\n<p>These ten scenes provide reflexes; the following articles delve into the \"why\" and the \"how to install sustainably\". Read them as direct complements to what you have just explored.<\/p>\n\n<div class=\"dyn-serie\">\n  <a href=\"#guide-complet\"><span>Background Guide<\/span>Managing a neurodiverse employee: the complete guide to understanding what is at stake<\/a>\n  <a href=\"#activites-amenagements\"><span>Toolbox<\/span>Activities, resources, and concrete adjustments to implement<\/a>\n  <a href=\"#posture-equipe\"><span>Professional posture<\/span>Posture, teamwork, and skill development<\/a>\n  <a href=\"#presentation-formation\"><span>The training<\/span>Program, content, and who the training \"Managing a neurodiverse employee\" is aimed at<\/a>\n<\/div>\n\n<p>On the side of everyday tools, several free DYNSEO resources translate well into the professional world: the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\">visual timer<\/a> to make time concrete, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-3-colonnes\/\">three-column chart<\/a> to ensure reliable task tracking, or the entire <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">catalog of free tools<\/a>. To objectify certain cognitive functions in a non-medical setting, the <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">cognitive tests<\/a> can serve as a first reference. And for training attention functions and working memory in adults, the application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a> offers fun and progressive exercises.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-faq\">Frequently Asked Questions<\/h2>\n\n<div class=\"dyn-faq\">\n\n  <h3>Do I need to know my employee's diagnosis to manage them well?<\/h3>\n  <p>No, and you don't have the right to it without their consent: health status is private information. You can very well support someone without a label, starting from their concrete needs: how they follow instructions, in what environment they perform best, what challenges them. It is the adjustments that matter, not the name of the disorder. If the employee chooses to talk to you about their functioning, welcome them discreetly and without disclosing it to the team. For any medical or recognition issues, the occupational doctor is the appropriate contact.<\/p>\n\n  <h3>How can I tell if a behavior is due to neurodiversity or a lack of involvement?<\/h3>\n  <p>It is not the manager's role to decide, and the answer is less important than one might think. In both cases, the right approach is the same: describe a specific fact, discuss it without judgment, test a concrete adjustment, and observe what changes. If providing a written instruction or breaking down a task permanently resolves the situation, it was indeed a question of functioning. The person's consistency, their visible efforts, and the effect of adjustments say more than any assumption about their intentions.<\/p>\n\n  <h3>Isn't an adjustment for one employee unfair to others?<\/h3>\n  <p>This is a common confusion between equality and equity. Giving the same thing to everyone is not fair if needs differ: an adjustment compensates for a difficulty to bring the person to the same level of ability to work, it is not an advantage. The best way to defuse the feeling of inequity is to open the possibility of adjustments to the entire team, according to everyone's needs, and to state this principle clearly. We explain the rule, never the individual case: an employee's situation remains confidential.<\/p>\n\n  <h3>What should I do if my attempts to adapt are not enough?<\/h3>\n  <p>It is normal not to solve everything alone, and it is not a failure. Several resources exist: the occupational doctor can recommend workplace adjustments, human resources know the mobilizable systems, and specialized organizations support the employment of people with disabilities. If you observe signs of distress \u2014 exhaustion, prolonged withdrawal, deep discouragement \u2014 direct them promptly to the occupational doctor or a psychologist. Training as a manager also helps to identify the right levers and contacts more quickly before tensions arise.<\/p>\n\n  <h3>How to talk to the team without breaching confidentiality?<\/h3>\n  <p>By focusing on behaviors and principles, never on the person. You can remind that everyone communicates and works differently, that adjustments exist for all according to needs, and invite not to overinterpret the attitudes of one another. If an employee wishes to explain their functioning to the team themselves, it is their choice and you can support them; but the initiative belongs to them. A collective informed of general principles \u2014 and not of specific cases \u2014 becomes significantly more tolerant and cooperative, without any private information having circulated.<\/p>\n\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <p>This article provides general managerial guidelines. It does not replace the advice of the occupational physician, nor that of a psychologist, nor the HR procedures of your organization. Neurodiversity encompasses very varied realities: each person is different, and no general advice can substitute for listening to their real needs. In case of doubt about a specific situation or signs of distress, refer to a competent health professional.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FINAL CTA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Managing a neurodiverse employee is something you can learn<\/h3>\n  <p>You now have the reflexes for ten everyday situations. To go further \u2014 understand each functioning, build sustainable adjustments, and give your team a common language \u2014 the DYNSEO training supports you step by step: 19 lessons, 100% online, unlimited access, at your own pace. Certified Qualiopi organization (No. 11757351875), certificate of completion awarded at the end of the course.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\">Discover the training \u2014 \u20ac150<\/a>\n<\/div><\/div><\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3136,3582],"tags":[],"class_list":["post-771306","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-aconselhamento-dos-treinadores","category-advice-from-our-coaches"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Managing a Neurodivergent Employee: 10 Difficult Everyday Situations and How to Respond - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/managing-a-neurodivergent-employee-10-difficult-everyday-situations-and-how-to-respond\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Managing a Neurodivergent Employee: 10 Difficult Everyday Situations and How to Respond - DYNSEO - Educational apps &amp; 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