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Early learning struggles can affect confidence well into adulthood. Shaun Low, Founder, Swords & Stationery, shares how schools and employers can better support neurodivergent individuals, create inclusive environments and help them build on their strengths.
Article by Shaun Low, Founder of Swords & Stationery, with a short interview by Umairah Nasir.
Singapore has come a long way in recognising neurodivergent people and what they contribute, both in school and at work. In 1996, Mr Lee Kuan Yew publicly shared that he had mild dyslexia — a powerful reminder that a learning difference does not define what a person can achieve. Yet for every well-known success story, many more people with learning differences such as dyslexia, ADHD, and autism go through school and work quietly struggling,
quietly hiding their challenges.
These differences are often invisible because many people learn to mask them. In almost every school or workplace, there is an unspoken idea of what “normal” looks like, and most of us try to fit it, consciously or not. For someone with a learning difference, that often means not asking questions when in
doubt, avoiding anything that might make them stand out, and pretending to be comfortable in situations that drain them.
This creates two problems. First, masking hides the underlying difficulty instead of resolving it. Second, when educators and employers don’t recognise what a person needs, they also miss what that person can offer. That is a lost opportunity for the individual and for the organisation.
Hence, the first step to supporting neurodivergent people is understanding the most common learning differences.
Understanding dyslexia
Dyslexia is not a sign of low intelligence. A 12-year study by Ferrer et al in 2010 found that in people with dyslexia, reading ability and IQ develop independently of each other, so a person can be highly capable and still read slowly.
Rather, dyslexia is a difference in how the brain processes words and text, which makes reading and spelling harder to learn. Common signs and symptoms include slower reading and spelling, frequent punctuation errors, misreading or misspelling words (e.g., “pike” as “pick”), and even skipping entire lines while reading.
These issues can also further metamorphose into new ones, depending on the individual’s age and the situation they’re in. Students may develop exam
anxiety and an aversion to reading, and may take longer to complete written work; on the other hand, working adults have more assistive tools on
hand like spelling and grammar checkers, but may still take more time to do a simple task because they want to make sure they don’t misread something.
All of this is familiar to me, because not only does Swords & Stationery specialise in dyslexia therapy, but we have also worked with clients of
different age ranges, from seven to 27 years. In fact, many of our ex-students are now working adults, and because some still keep in touch with us, we have a good sense of how they are coping at work.
Understanding ADHD and autism
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that shows up as ongoing patterns of inattention and/or
hyperactivity. People with ADHD may also find it harder to control impulses and to regulate their emotions and behaviour.
Autism Spectrum Disorder (ASD) is another neurodevelopmental condition, affecting how a person communicates, behaves and learns. Common traits
include sensory sensitivity, repetitive behaviours, and difficulty reading non-verbal cues.
Looking deeper at challenges faced by neurodivergent people
In a fast-paced society like Singapore, where fitting in matters, neurodivergent people may struggle from their first day of school. School shapes who we become, but it can be an unforgiving place for a child who learns differently, especially when grades and comparison dominate and teachers have little time to spot what is really going on.
Instead of thriving, a student with a learning difference may switch off, lose confidence, and be channelled down a path that doesn’t match their real
potential. The pattern often repeats at work, where they end up in roles that play to their weaknesses rather than their strengths.
Furthermore, learning differences don’t go away in adulthood. Even if one has received intervention before, challenges may persist. The individual
simply gets better at hiding them.
The struggles are invisible but real.
Spotlight: How school experiences can shape confidence at work
In conversation with Umairah Nasir, Low shares how negative learning experiences in school can affect an individual’s confidence and willingness to seek help at work, and what employers can do to help rebuild that confidence.
He highlights learnt helplessness as one potential outcome when students repeatedly struggle without adequate support. Over time, they may come to believe that their efforts will not change the outcome. As adults, this can manifest in avoiding training or new responsibilities, hiding mistakes, struggling to manage frustration or hesitating to approach managers for help.
Low also shares examples of former students who gradually rebuilt their confidence through positive learning experiences.
One former client was nervous about starting a diploma course because of his reading difficulties. After taking a refresher course in literacy and reading comprehension, including exercises in analysing and breaking down reports, he approached the diploma with a more positive attitude.
Another former student experienced anxiety when starting his first job, a fear that had followed him since school. Low suggested applying communication skills he had taught him in secondary school. When they met again, the former student had adapted well to his role and become more comfortable asking for help, although it took time for him to identify which authority figures he could approach.
These experiences reflect the concept of self-efficacy, which concerns a person's belief in their ability to succeed at a task. Low noted that employers can help employees build this confidence by breaking tasks into manageable, measurable steps and creating opportunities for early success.
Having an approachable mentor can also make a difference, particularly for employees who have learnt to avoid authority figures.
Managers can help establish this trust by making it clear from the outset that questions are welcome and seeking help is encouraged.
Supporting neurodivergent people in school and in the workplace
Schools offer a range of accommodations, known as access arrangements. These include extra time, a separate exam room, and a prompter to help
students stay on task. For national examinations, these are approved by the Singapore Examinations and Assessment Board (SEAB) and follow set criteria.
At the ground level, teachers also have the discretion to make special arrangements of their own (e.g., running specialised classes for students who
need extra help), though it may eat into their personal time. I have also heard of (and even worked with) teachers taking time off their busy
schedules to learn more about supporting neurodivergent students, including how to effectively teach literacy skills.
However, accommodations tend to be less consistent when these students join the workforce. No workplace is the same. Some Singapore employers
have set up dedicated programmes to hire and support neurodivergent staff, while others may not have the same understanding or even tolerance.
Regardless of setting, this is what I usually advise professionals who want to develop ways to support their staff or students:
- Talk to the person or people you’re trying to help. Ask them if they know what they need to be best supported. Some, like students, may not have a firm idea yet, but it’s always a good start to interview them about it first.
- Learn more about the learning difference. While this article discusses three of the most common ones (dyslexia, ADHD, and autism), it still
only covers them at surface level. - If you don’t know what diagnosis your employee or student has (or if they even have a diagnosis), you can still research the signs and
symptoms exhibited, and work on a solution from there. - Train the people in charge. Set clear structures and expectations for your educators and managers, so that they have a better understanding of how to support their neurodivergent staff or students.
For students specifically, the following helps:
- Train teachers to spot the signs early. Is a student struggling to read age-appropriate words? Do they display a short attention span? Perhaps even consider doing a checklist of signs to look out for.
- Test the student’s understanding, and work on what they do not understand. For example, many of my dyslexic students do well in secondary school maths, but scored poorly in primary school because of word-based problem sums. Their reading challenge was the true hindrance, not so much their cognitive ability.
- Create a supportive environment by raising awareness of learning differences among other students. Encourage real discussions so that they understand their neurodivergent peers better. You might even find some of them enthusiastic about forming a buddy system!
For working adults, consider the following:
- Match tasks to strengths; check whether the person’s role matches what they do well. Sometimes shifting a few responsibilities within the team helps both the individual and their colleagues.
- Encourage the use of assistive technology like text-to-speech software, spell-checkers, and even AI.
- Make it safe to speak up. Make it clear that there is a channel for neurodivergent staff to ask for accommodations. This also fits with the grievance handling process that the Workplace Fairness Act will require.
- Ask everyone, “What helps you work best?” When every employee is asked, no one will feel singled out, and no one will feel compelled to
reveal their diagnosis to get support.
What neurodivergent people can bring to the table with the right support
With the right support, many neurodivergent individuals can reach their full potential. While strengths vary from person to person, existing research points
to a few notable ones
- Dyslexia: Some studies suggest people with dyslexia may be quicker to take in a visual scene as a whole. One US study also found that abouta third of the entrepreneurs it surveyed showed signs of dyslexia.
- ADHD: Many adults with ADHD report periods of intense focus,
sometimes called “hyperfocus,” on tasks they find engaging. Some
note it boosts their productivity at work, especially in roles with flexibility. - Autism: Some autistic adults show stronger attention to detail and bring deep knowledge from their interests.
That said, these strengths do not automatically apply to everyone with the respective diagnoses.
The best approach is to get to know each person as an individual.
Closing words
Accommodations shouldn’t be treated as box-ticking, but as infrastructure that makes a real difference for everyone involved. With the right support,
neurodivergent people contribute more to their teams and clients, find more satisfaction in their work, and lift the performance of those around them.
ALSO READ: Different, not less: Why neurodivergent talent remain overlooked in Singapore's workplaces
Lead image / Provided
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