Investigating support for doctors with neurodivergent conditions in the NHS

Watson, Meghan, Webb, Katie ORCID: https://orcid.org/0000-0003-3230-102X, Collings, Ian and MacDonald-Davis, Jacqui 2026. Investigating support for doctors with neurodivergent conditions in the NHS. Clinical Teacher 23 (S1) , e70385. 10.1111/tct.70385

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Abstract

Introduction: It is increasingly recognised that careers such as medicine select for traits associated with neurodivergent conditions. Increased knowledge and awareness about neurodiversity has led to higher rates of diagnosis and presentations for assessment. It is recognised within undergraduate curriculums greater numbers of students are seeking support and strategies to manage neurodivergent conditions (Havard, Webb and Collings 2023). Similar increases are observed within postgraduate training, with training/support sessions also provided to trainers in all specialties in their role supporting trainees to flourish. However, a dearth of literature exists regarding experiences of qualified/senior doctors who have neurodivergent conditions, their experience of work, support and development of strategies. Aims and Objectives: This project aims to investigate experiences and opinions of working doctors with a neurodivergent condition regarding work and access to support. Methods: Using an explorative mixed-methods approach, this UK-based study includes doctors currently in the following: specialty training; are post-CCT; specialist doctors or qualified GPs who self-identify as having/have a formal diagnosis of a neurodivergent condition. Participants were recruited via network/convenience sampling. Online survey (n = 34) collects both quantitative/qualitative data focused on doctors' experiences of work, whether support was accessed during training, the impact of this and any barriers experienced. Narrative interviews (n = 5) were conducted to discuss the topic in more detail. Quantitative data underwent descriptive analysis, thematic analysis for free-text sections and narrative analysis used for interviews. Results/Conclusion: Six main themes were identified includng: Personal context; neurodivergence; support; experience in the workplace; and coping strategies. Participants indicated experiencing significant personal difficulties and in some case trauma in their early educational and training experiences. Doctors in this study highlighted challenges and barriers they faced, often due to a lack of support and understanding from others. Feelings of ‘Fit’ and tolerance in groups was a repeating pattern, both positive and negative impacting the individual and their career progression. Harnessing strengths through improved support systems will allow doctors to thrive in their working environments thus improving patient care and benefit healthcare systems.

Item Type:	Short Communication
Date Type:	Publication
Status:	Published
Schools:	Schools > Medicine
Additional Information:	Supplement: 6th Developing Excellence in Medical Education Conference, Education and training for a globally sustainable workforce, To meet the needs of the people we serve, Monday 8 – Tuesday 9 December 2025, Birmingham, UK.
Publisher:	Wiley
ISSN:	1743-498X
Last Modified:	03 Jun 2026 08:45
URI:	https://orca.cardiff.ac.uk/id/eprint/187356

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