A neurodiverse workforce brings huge benefits to employers and a new report launched, Unlocking Neurodivergent Graduate Talent in Swindon, commissioned by New College Swindon University Centre, highlights this.
Despite having exactly the skills businesses are struggling to recruit to, only a third of neurodivergent graduates have found permanent work within two years of graduating.
Local neurodiversity specialists, ZoneND, undertook initial research before focusing on hearing directly from Swindon employers and neurodivergent students and graduates about the barriers to employment each faced.
86% of students surveyed reported feeling anxious about entering the workplace and 81% were not confident in asking for reasonable adjustments. Some expressed their fear that they would never be able to get a job deploying their skills because the barriers to recruitment were just too great.
Meanwhile, 96% of employers surveyed expressed a desire to diversify their workforce, recognising the business benefits this brings, but 73% admitted they lacked the confidence to do so effectively. Comments within the report included;
“We want to support neurodivergent staff, but we don’t know where to start” and “Small changes can make a big difference but we need to know what those changes are.”
A key outcome from the report’s findings has been the production of a series of toolkits for graduates and employers, co-created and piloted by ZoneND with local students and employers.
Training has been delivered to college staff to support the rollout of the toolkits, employers are encouraged to contact the Head of Careers and Work Experience, Rachel Gear, at employability@newcollege.ac.uk for more information.
Employers can also book a free training session and gain complimentary access to the toolkits, designed to help employers address critical skills gaps and connect with locally available talent.
The project is the second stage of developing top class support for neurodivergent Higher Education students studying at New College Swindon University Centre, drawing on project plans and a fund established by Carole Kitching when she retired as Principal in 2023.
The first stage saw the opening of two Higher Education Sensory Study Rooms available to all neurodivergent HE students. These rooms offer an adaptable workspace which provide an escape from overwhelming environments where students can use the specialised equipment, lighting and furniture in the room to create a sensory-focussed environment that they can control to suit their needs and focus on their studies. This fabulous resource is being showcased at the upcoming New College Swindon University Centre open evening on Wednesday 22nd April.
Carole said:
Far too many talented neurodiverse graduates are unable to realise their potential and local businesses are really losing out on filling crucial skills gaps and increasing their productivity. This project demonstrates that simple, low-cost adaptations, along with greater understanding, can have a profound impact, benefiting both employees and the organisations that hire them.
Principal and CEO of New College Swindon Leah Palmer said “At New College Swindon, we proudly support Learners of all abilities into meaningful, sustainable employment through personalised careers and work-experience guidance.
Our Higher Education programmes at the NCS University Centre are designed to lead to rewarding careers, with many graduates choosing to work locally. However, we acknowledge that talented autistic graduates continue to face challenges to long-term employment. We are grateful to have had the opportunity to review this through our innovative partnership with ZoneND.”
Prospective HE students are encouraged to contact the New College Swindon University Centre at HE@newcollege.ac.uk to find out more about the specialist facilities and support on offer to neurodivergent students, not just on course but into rewarding careers.
Copies of the report can be requested from quality@newcollege.ac.uk.
Why Commissioning Reports Like This Matters
Commissioning independent research is critical in ensuring institutions don’t just talk about inclusion, they act on it. The Unlocking Neurodivergent Graduate Talent report has already sparked meaningful collaboration between educators, employers, and neurodiverse individuals, turning data into practical change. It provides a model that other colleges, universities, and businesses can follow to close the gap between education and employment for neurodiverse people.
ZoneND commented. “Commissioning research like this is vital. It ensures that the real experiences of neurodivergent individuals inform how we design education-to-employment pathways. These toolkits are not theoretical, they’re built from lived experience and tested by both students and employers.”
