Reframing Cognitive Differences and Support Needs

The pressure that "everything can be fixed quickly" is one of the biggest myths around cognitive support. Whether you have a formal neurodivergent diagnosis, are experiencing brain fog from health conditions, or are navigating age-related cognitive changes, getting accommodations or strategies doesn't mean you'll suddenly excel at tasks you've always found challenging. The expectation that everything should click into place immediately creates unnecessary pressure and often leads to disappointment.

What gets missed is acknowledging what you're already good at. The process rarely starts with recognizing your strengths. It takes time to reframe your relationship with your cognitive differences - understanding both the positives and the contradictions. Maybe your ADHD brain wants to tackle everything at lightning speed, while your autistic traits find any change to routine terrifying. Or perhaps your brain fog from chronic illness makes you cautious about commitments, while your creative mind still wants to pursue ambitious projects. These aren't flaws to fix; they're different aspects of how your brain works that need understanding.

Part of the process is reframing your own expectations. The sessions are the first stage where you're able to take the lead rather than be told what to do or just react to problems. They're not just about learning new strategies; they're about accepting the inconsistency that comes with different cognitive patterns and building confidence in your approach. It might be becoming more confident in the tone of that email you've replied to, or breaking down a task into manageable chunks rather than procrastinating and trying to do it last minute. Some days everything flows perfectly. Other days, basic tasks feel impossible. Having strategies that help you pace through the ups and downs means being able to turn off from work and watch TV without worrying about misinterpreting that 5th email you replied to about a task you're sure you completed back in November.

The goal isn't to become neurotypical or "fix" temporary changes. It's to work with your brain as it is right now, not against it.

Who This Applies To

These patterns show up across many different experiences:

  • Neurodivergent individuals (ADHD, autism, dyslexia, etc.)

  • People with health-related cognitive changes (long COVID, menopause, chronic illness)

  • Those managing mental health conditions affecting cognition

  • Individuals with physical conditions that impact cognitive performance

  • People experiencing life transitions affecting thinking patterns

  • Anyone supporting someone with cognitive differences

The strategies and understanding we develop can help regardless of the underlying cause of your cognitive patterns..

Why These Three Elements Matter: Beyond the Surface

When we discuss cognitive differences in the workplace, it's tempting to focus on quick accommodations or trendy language. But these three areas represent how different minds actually function—and how individuals can build genuine strategies that work.

1. Reframing Support and Expectations

Why this matters: Most workplace approaches assume everyone learns and adapts at the same pace. When someone with ADHD takes three months to develop a reliable organization system instead of three weeks, it's often seen as lack of commitment rather than the brain needing time to build sustainable patterns. Real change happens over months, not days.

Real impact: James struggled through his first year at university after getting strong A-level results. The jump from structured lessons and regular teacher check-ins to independent study felt impossible. His ADHD brain, which had learned to rely on external deadlines and clear expectations, couldn't adapt to the open-ended nature of university coursework. Everyone expected him to adjust within a few weeks, but his brain needed much longer to develop new patterns.

2. Primary Experiences in Cognitive Differences

Why this matters: These represent fundamental differences in how information gets processed, not personal shortcomings. When someone with autism struggles with vague project briefs, their brain requires explicit structure to function well. When a dyslexic person excels in presentations but struggles with written reports, they're showing you their cognitive profile.

Real impact: Marcus, an accountant with dyslexia, consistently received poor performance reviews despite his excellent analytical skills and client relationships. His written reports contained errors that overshadowed his insights, making him appear careless rather than revealing the fundamental difference in how his brain processes written language.

3. Secondary Responses to Cognitive Differences

Why this matters: Anxiety, perfectionism, and avoidance often develop from years of struggling with systems designed for different brains. When we only address the visible behaviors without understanding their origin, solutions fail. Someone's "sensitivity to feedback" might stem from years of criticism about their natural thinking style.

Real impact: Lisa, a graphic designer with autism, developed intense anxiety around team meetings after repeatedly being told her detailed questions were slowing things down. Her avoidance of meetings wasn't personality-based—it was a protective response to having her cognitive needs consistently misunderstood.

These elements form the foundation of sustainable change—understanding the actual mechanics of how different minds operate rather than applying surface-level fixes..

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