It’s been too long since we covered this topic.
In 2018, Associate Editor Kevin Druley spoke with experts about the multifaceted issue of autism and worker safety. In my Editor’s Note, I said it was a challenging article for Kevin to research and write, and that “when more becomes known,” we’d share it.
Fast-forward to 2026, and autism now falls under the even-wider umbrella of what’s commonly called neurodiversity.
It’s well-known to me because my sister is a special education teacher at a large high school. Every day, she works with students who’ve been diagnosed with autism, attention-deficit/hyperactivity disorder, dyslexia or other neurodivergent conditions.
A large part of her job is introducing her students to simple strategies they can use in the classroom and, eventually, the workplace. It’s needed because, as Kevin says in his new article on neurodivergent workers, “People think, learn and process information in different ways.”
I’ve seen how happy my sister is when her students succeed. I’ve also read letters and emails she’s received from parents – and many times the students themselves – thanking her for her efforts and compassion. My sister, and all teachers like her, truly make a difference in people’s lives.
Through my sister, I’ve learned that even small accommodations can make a big difference. One of them, breaking up tasks and information into smaller “chunks,” is mentioned specifically in Kevin’s article as something employers (and safety pros) can do to help workers with neurodivergent conditions perform their jobs safely. It’s something I’ve taken to doing for myself at work. So, to me, it’s a great example of what expert Cam Stevens tells Kevin: “If we make something good for a neurodivergent population, we make it good for everyone.”
