As awareness and understanding of neurodiversity continues to grow, it is increasingly important that mentors feel confident supporting neurodivergent mentees. In the UK, an estimated 15% to 20% of adults are neurodivergent, meaning many mentoring relationships are likely to involve people who think, learn and communicate differently.

Neurodivergence is an umbrella term that can include autism, ADHD, dyslexia, dyspraxia and other cognitive differences. While every individual is different, there are some common approaches that can help mentors create supportive and effective mentoring relationships.

A good starting point is to avoid assumptions. Rather than focusing on labels, mentors should ask what works best for the individual. The role of a mentor is not to “fix” differences, but to understand how the mentee communicates, processes information and works most effectively.

Clear communication is often key. Breaking goals into manageable steps, avoiding vague instructions and summarising discussions afterwards can all help provide clarity and structure. Specific and constructive feedback is usually more helpful than indirect or overly general comments.

Flexibility is equally important. Some mentees may benefit from additional processing time, predictable routines or quieter environments with fewer distractions. Others may prefer written follow-up notes or shorter, more focused meetings. Being open to adapting your approach can make a significant difference.

It is also important to recognise the strengths that neurodivergent individuals often bring. Creativity, innovative thinking, attention to detail, problem-solving skills and the ability to think differently are all qualities that can add real value in the workplace and beyond.

There can also be some useful considerations depending on the type of neurodivergence.

For autistic mentees, clarity and predictability are often particularly valuable. Direct communication, clear expectations and structured meetings can help create confidence and reduce uncertainty.

For mentees with ADHD, support with prioritisation, organisation and follow-through may be helpful. Breaking larger goals into smaller milestones and agreeing practical next steps can help maintain momentum.

When mentoring someone with dyslexia, it can help to present information in different formats and avoid unnecessarily complex written material. Giving time for reflection and focusing on strengths rather than administrative challenges is also important.

For mentees with dyspraxia, mentors may be able to help by breaking tasks into stages, supporting planning and allowing time for routines and processes to become familiar.

Ultimately, effective mentoring comes down to listening, adapting and responding to the individual in front of you. By creating an environment where neurodivergent mentees feel understood and supported, mentors can help build confidence, encourage development and enable people to succeed in ways that work for them.