Embracing neurodiversity and supporting neurodivergent paediatricians RCPCH 2025
Good practice case studies A number of colleagues with neurodivergent conditions have kindly shared their experiences in order that others may learn and be helped by this. We have respected requests both for anonymity and for use of names in the accounts below.
Kit McDowell, Paediatrics registrar: I was diagnosed with ADHD in my 30s whilst at medical school. I generally did well at school and exams so I didn’t realise for a long time and when I did and got access to medication it was a big help. I’m really consciously trying to tell people about my ADHD and autism as well as unmasking at work because I want to be a role model for young people and to dispel some myths. I do work with a lot of autistic young people and I think having someone who understands where they’re coming from and who can make the adjustments for them makes a really big difference. Sometimes if it’s appropriate I will also disclose my own neurodivergence. I am able to interact with them in a different way to neurotypicals, I am much more mindful than colleagues about their sensory needs and how I can make the hospital a less stressful environment for them. Doctors are trained in a very particular biomedical way. A lot of what our training is to discern “is it pathology or is it not pathology?”. You would think, in paediatrics especially, that people would be a little bit more open-minded because obviously we support a lot of children and young people who’ve got autism and ADHD. But no, I’m constantly subjected to colleagues pathologising these conditions. People just make these assumptions and they kind of go, oh gosh, you really don’t seem autistic and they think that that’s a compliment and it’s like really not. They do listen, and they try but unfortunately, this type of response is a product of our medical training. Add the fact that I am queer and trans, and this type of well-meaning but ultimately harmful response can feel constant. I feel like I do want to educate my colleagues as well, but in a way, I find it sad that I have to. It takes senior staff to take a step back and to realise they don’t know everything and to be open about learning about neurodiversity and the experiences of neurodivergent individuals. One of my supervisors recently had the humility to have an engaged conversation with me, she spent time letting me talk about myself, my strengths and challenges, and really listened to what I said. I noticed a change in her behaviour, when we had meetings, for example, she would give me a heads up what it would be about beforehand. She educated herself outside of the time we spent together and has taken it seriously in a land where that has never happened before. Although it’s not been perfect it made such a difference.
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