I’ve seen firsthand how hard it can be for neurodiverse students to find their place in the workforce. My wife has designed and conducted programs to help young people on the Autism Spectrum transition from school to work. It is a challenge to be sure. But I’ve also seen what happens when kids find their place in the world of work. They experience pride, independence, and the joy of being valued. 

Career and Technical Education (CTE) has long been a bridge between school and employment, but for neurodiverse learners that bridge can feel shaky or even inaccessible. I believe CTE holds incredible promise for the neurodiverse learner if we design it with intention, flexibility, and empathy. 

Neurodiversity by the Numbers

Neurodiversity comes in many forms – ADHD, Autism Spectrum Disorder (ASD), and mental health illnesses, among other challenges. Psychologists, doctors, and educators have become increasingly adept at diagnosing neurodiversity earlier in the kiddo’s life, where interventions and educational supports can have an even greater impact. Yet the number of neurodiverse learners is staggering:

• 1 in 31 children in the U.S. is diagnosed with (ASD). [cdc.gov]

• 15% of public-school students receive special education services under the Individuals with Disabilities Act (IDEA), and 13% of those students are identified with autism — a number that’s steadily rising. [nces.ed.gov], [k12dive.com]

• In the workforce, only 53% of autistic adults are employed, compared to 71% of the general population. [wifitalents.com]; Autism Unemployment Rate | Advanced Autism Services

• Neurodiverse teams are 30% more productive and make fewer errors than neurotypical teams. [mydisabilityjobs.com]

Here are a few principles I believe can make a real difference:

• Flexible Entry Points. Not every student thrives in a classroom. Some need hands-on learning, virtual simulations, or asynchronous modules. Let’s offer multiple ways to engage.

• Sensory-Aware Spaces. Whether it’s noise, lighting, or layout, the physical environment matters. Small changes, like noise-canceling headphones or quiet zones, can make a big impact.

• Clear, Visual Instructions. Many neurodiverse learners need step-by-step visuals, checklists, and predictable routines. These tools don’t just help them succeed — they help all students.

• Strength-Based Pathways. Let’s stop focusing on the kiddo’s deficits and start building upon their strengths. If a student is brilliant with computers but struggles with group work, maybe cybersecurity or coding is a better fit than help desk support.

• Supportive Mentorship. Pairing students with mentors who understand neurodiversity can build confidence and open doors. These relationships often matter more than any textbook.

A Call to Action

As someone working in education and workforce development, I believe we have a responsibility to make CTE truly inclusive. Not just because it’s the right thing to do, but because our future workforce needs neurodiverse thinkers.

Educators. Start with empathy. Learn about neurodiversity. Build flexible, strength-based learning environments. Advocate for inclusive curriculum design.

Policymakers. Fund inclusive CTE programs. Incentivize schools to adopt universal design principles. Support teacher training in neurodiversity awareness. Track outcomes for neurodiverse learners and act on what the data shows.

Industry Leaders. Partner with schools. Offer internships and apprenticeships that accommodate different learning styles. Make accommodations so the neurotypical kiddos can thrive at work. Recognize that neurodiverse talent isn’t a niche; it’s a competitive advantage.

CTE isn’t just about jobs—it’s about dignity, purpose, and belonging. If we design learning with neurodiverse kiddos in mind, we won’t just help them succeed. We’ll build a better system for everyone.