上班唔止靠自己努力：研究整理神經多樣性員工喺職場邊啲安排幫到手、邊啲絆住腳 Work Is Not Only About Trying Harder: What Research Says About Workplace Arrangements That Help or Hinder Neurodivergent Employees

作者 Byline：周Sir／chausir.com

本文由 AI 協助整理公開資料。 This article summarises public research with AI assistance.

1. 呢份研究做咗啲咩 ｜ What the study looked at

中文

Koldas、Dounavi、MacCarthaigh 同 Dillenburger，喺 2025 年 12 月發表一篇開放取用嘅系統性回顧，整理神經多樣性員工（包括自閉、ADHD、讀寫困難等）、同事同僱主對職場融入嘅經驗。團隊最終納入 56 項研究，來自 12 個國家；合資格樣本包括約 4,909 位神經多樣性員工、約 2,041 位非神經多樣性參與者（多數係同事），同接近 300 位主管、經理同僱主。[1]

English

Koldas, Dounavi, MacCarthaigh and Dillenburger published an open-access systematic review in December 2025. They gathered employee and employer experiences of workplace inclusion among neurodivergent people (including autistic people, people with ADHD, and people with dyslexia, among others). They included 56 studies from 12 countries. Eligible samples covered about 4,909 neurodivergent employees, about 2,041 non-neurodivergent participants (mostly coworkers), and nearly 300 supervisors, managers and employers. [1]

2. 研究見到咩關聯 ｜ What links the review found

中文

常見障礙同以下情況有關聯：上司對神經多樣性認知不足、把社交困難歸咎個人、感官環境唔適合、欠缺合理調整、招聘同面試流程唔友善、污名同害怕公開身份，以及掩飾自己帶來嘅情緒負荷。

常見促進因素同以下安排有關聯：有支援嘅上司、彈性同度身訂造嘅工作安排、輔助科技、配合個人強項嘅職位、有建設性嘅回饋，同組織層面嘅包容政策。有少數僱主研究提到，採納包容政策同調整，同較高嘅留任、承諾同機構形象分數有關聯。以上只係文獻整理出嚟嘅關聯同聲音，唔代表某一安排必然帶來某一結果，亦唔代表每位神經多樣性員工都有同樣經驗。[1]

English

Common barriers were associated with limited supervisor knowledge of neurodiversity, blaming social difficulty on the individual, unsuitable sensory environments, a lack of reasonable adjustments, hiring and interview processes that felt unfriendly, stigma and fear of disclosing identity, and the emotional load of masking.

Common facilitators were associated with supportive supervisors, flexible and tailored work arrangements, assistive technology, roles that match personal strengths, constructive feedback, and organisational inclusion policies. A few employer studies associated the adoption of inclusion policies and adjustments with higher retention, commitment and organisational image scores. These are patterns of association and lived voice from the literature, not proof that any one arrangement always leads to a particular outcome, and not a claim that every neurodivergent employee has the same experience. [1]

3. 讀研究時要留意 ｜ Reading the findings with care

中文

呢篇回顧整理嘅係「邊啲職場因素同較順暢或者較困難嘅經驗一齊出現」，唔係證明某一安排必然帶來某一結果。多數研究喺英國、美國、澳洲同加拿大等地，樣本亦偏向較高學歷、支援需要相對較低嘅在職者；支援需要較高嘅聲音仍然不足。香港就業支援同相關條例環境唔同，只可以作參考。出街版唔推介任何特定學派或品牌課程，只提醒家長同青年可以由「環境、節奏同溝通」切入理解，而唔好淨係歸咎「佢唔夠努力」。[1]

English

This review maps which workplace factors tend to appear alongside smoother or harder employment experiences. It does not prove that any one arrangement necessarily leads to any one outcome. Most of the evidence comes from the United Kingdom, the United States, Australia and Canada. Samples often lean toward higher-educated employees with relatively lower support needs; voices with higher support needs remain under-represented. Hong Kong’s employment support and legal context differ, so the findings are a reference only. This article does not promote any particular school of practice or branded course; it invites parents and young people to start from environment, pace and communication, rather than blaming everything on “not trying hard enough.” [1]

4. 香港家長可以點留意 ｜ Small things Hong Kong parents can notice

中文

接住早前離校轉銜嘅討論，香港好多 SEN 家長開始擔心：孩子讀完書之後，點樣走入職場？呢篇回顧提醒：困難唔一定係「佢唔夠努力」，好多時係環境、上司認知、感官同招聘流程一齊有關。家長同青年可以一齊想：邊啲工作節奏、空間、溝通方式佢舒服啲；有冇機會練習講「邊啲安排幫到手」，而唔係淨係「要扮正常」。學校生涯規劃、勞工處相關服務，可以提早談彈性工時、清晰指示、安靜空間呢類具體安排。研究樣本多數西方，香港只可以作參考。

喺 CRP（Communication, Relationship, Parenting）嘅角度，職場討論本身就牽涉溝通同關係：家長、青年同身邊人肯慢慢傾「邊度覺得可行、邊度可以鬆啲」，先較容易講得出需要咩安排。研究只係參考；每位青年節奏唔同。如有持續情緒困擾，可打 999 或情緒通 18111。

English

Following earlier school-to-work transition themes, many Hong Kong SEN parents start to worry: after school, how does a young person enter work? This review reminds us that difficulty is not always “not trying hard enough.” Environment, supervisor knowledge, sensory conditions and hiring processes are often part of the picture. Parents and young people can talk together about which pace, space and communication feel workable, and practise saying which arrangements help, rather than only “acting normal.” School career guidance and Labour Department related services can raise concrete topics early, such as flexible hours, clear instructions and quieter spaces. Most samples are Western; Hong Kong is a reference only.

From a CRP (Communication, Relationship, Parenting) point of view, workplace talk itself is about communication and relationship: when parents, young people and those around them keep talking about what feels workable and what could ease, it becomes easier to name helpful arrangements. The research is a reference only. Every young person has their own pace. If emotional distress continues, call 999 or the 24-hour Mental Health Support Hotline 18111.

資料來源 ｜ Sources

1. Koldas, M., Dounavi, K., MacCarthaigh, M., & Dillenburger, K. (2025). Facilitators and barriers to employment of neurodivergent individuals: A systematic literature review of employee and employer experiences. Journal of Autism and Developmental Disorders. Advance online publication, 6 December 2025. https://doi.org/10.1007/s10803-025-07139-6 （開放全文 Open access: https://link.springer.com/article/10.1007/s10803-025-07139-6 ）

免責聲明 ｜ Disclaimer

教育資訊，非診斷或醫療建議。 Educational information, not a diagnosis or medical advice.

周Sir 嘅講座同文章屬家長教育，不提供診斷、評估或治療，亦不提供醫療或用藥建議；如有需要，請諮詢合資格專業人士。

Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.