Tharon’s Thoughts - Employment for Autistics

May 8, 2026




By Tharon

Neurodivergent Consultant at helpz


Employment for Autistics 


Late diagnosis does not change the core support needs autistic people have lived with since childhood, but it does highlight the needs and bring a new awareness. What does change are society’s expectations. Children are supported. Adults are expected to be independent, and a large part of that independence is maintaining employment. Yet the sensory, emotional and cognitive needs we have as children do not magically disappear when we turn eighteen. They follow us into adult life, this includes every workplace we enter. 


Many autistic adults, late diagnosed or not, grow up believing their passions are not possible careers simply because the environments surrounding those passions are overwhelming. I always loved food and once considered becoming a chef, but a commercial kitchen is a sensory storm: the noise, the tight spaces, the constant movement. After one day in that environment, I would be wiped out for an entire week. Sustained exposure to sensory overwhelm drains us so quickly that each day becomes harder than the last. Sleep difficulties, experienced by many neurodivergent people, add another layer of challenge and can make early morning shifts almost impossible to manage. 


Barriers to employment often begin long before someone steps into a workplace. Many autistic people struggle in school, not because they cannot learn, but because information is not provided in ways that suit their brains, and environments can be toxic due to bullying and social factors and the systemic design of school not being designed for the neurodiverse brain. When adulthood arrives, job interviews become the next barrier. Research shows that autistic candidates are often screened out long before their skills are considered, because interviews test social performance rather than capability. Neurotypical interviewers instinctively rely on subtle social cues that autistic people do not display, and this creates an unfair disadvantage. Even highly capable autistic candidates may not make it past the very first stage. 


Those who do gain employment often succeed because they are skilled at masking. Masking helps us blend in, but it is incredibly exhausting. It uses a huge amount of cognitive and emotional energy; energy we then lack for actual job tasks. This can lead to burnout that lasts days, weeks, months, or even years. Burnout does not remove the reality that we still need to pay bills, maintain housing and meet obligations, even when our internal fuel tank is empty (we have run out of spoons!). 


Late diagnosis brings another challenge. When people finally understand their brain and allow themselves to stop masking (or at least try to build a healthy mask), there can be a period of unravelling. Skill regression, emotional overload and a sudden awareness of long ignored needs can appear all at once. It is not weakness. It is finally stopping the lifelong sprint, and changing to something more sustainable and balanced. 


Yet meaningful employment is possible when environments embrace differences instead of working against them. My own experience is proof. I did not seek out a career at helpz. Instead, I crossed paths with our Managing Director, Danny, who noticed strengths in me that I had never identified in myself. He created a role that aligned with my abilities and passions, one that allowed me to use the knowledge I have gathered from a lifetime of observing and understanding myself and other people. It showed me that employment does not always arrive in the expected way. Sometimes the right environment brings out capabilities we did not even know we had. 


Many autistic children demonstrate deep, passionate interests that we often dismiss as hobbies. But those interests can grow into sustainable careers when embraced and utilised early. The key is removing neurotypical expectations about what work “should” look like. There is no universal pathway to success. If we nurture passions and build skills around them, the results can be extraordinary. 


The reality is that sensory needs do not disappear at the office door. An autistic brain absorbs every sight, every sound, every smell and every movement with equal intensity. While trying to listen to one conversation, we are simultaneously processing all the others in the room – we cannot turn this off. To a neurotypical person, attention is like being a rock in a flowing stream. The water moves around them and does not disturb their stillness. For an autistic person, attention is like being a sea plant under that water, pushed in every direction by every current. This is how our sensory world feels, and it makes focusing in chaotic environments extremely difficult. 


Workplaces can make a world of difference by understanding this. Autistic communication tends to be direct, literal and free from social subtext. Instructions need to be clear and specific. A long list of verbal tasks can be overwhelming, so shortening the list, or writing things down helps greatly. Learning new skills may take longer, but once mastered, autistic employees are often exceptionally reliable and thorough with a skill level equal or greater than those who taught us. Many of us work best when someone is nearby doing similar tasks, a form of body doubling that helps anchor our focus. Overwhelm is common, but short breaks allow us to reset and return with full productivity. 


Most autistic people are not built for rigid nine to five schedules, but with flexibility, reduced hours, or sustainable pacing, we can thrive. The most effective strategy is simple: ask the person what they need. 


In education, special interests are one of the most powerful tools we have. If a child loves birds, use birds to teach maths. Let them read and write about birds to build literacy skills. Evidence consistently shows that when autistic children engage through preferred interests, learning becomes more accessible, motivating, and regulated. 


Special interests and hyperfocus also play a central role in emotional regulation. They help us stay grounded, reduce sensory overwhelm, and stabilise mood. Research indicates that being able to engage in self‑regulatory behaviours, including focused interests or stimming, directly increases a person’s sense of control and wellbeing and ability to engage in social situations. Conversely, stopping abruptly can be very difficult. Imagine a train moving at full speed; it cannot stop on demand without risk of it being derailed. That’s what it feels like for us when we’re asked to disengage suddenly. 


Most of us prefer to explore our interests alone during the “deep dive,” but once we’ve gathered the knowledge, we love to share it, especially with people we trust or trying to build a connection with. Asking about a special interest is an invitation into our world, but it comes with a warning: if you ask, be ready for a flood of information. This “info‑dumping” is a form of connection. Special interests often correlate with enthusiasm, emotional expression, and social bonding within autistic communities. Stopping mid‑stream is hard, not because we’re ignoring social cues, but because the cognitive momentum is still moving, just like the train metaphor used above. So, pull up a seat – you may be listening for a while. 


Gaming is another area where special interests often settle, especially for neurodivergent kids. Games offer structure, predictability, and a rewarding feedback loop that mirrors the satisfaction of special interests. Game‑based interventions have been shown to improve social skills, cooperation, communication, hand-eye coordination, and cognitive flexibility among autistic children. Online play can also create low‑pressure opportunities to build team skills, and social connection without the intensity of face‑to‑face interaction. 


But gaming also comes with risks. The concept sometimes referred to as “digital dementia” has been debated widely. Some studies suggest excessive passive screen time may negatively affect memory or executive functioning in young people, including literal shrinking of the brain. Some games are deliberately developed to become addictive to encourage game play to continue, similar to the effect of poker machines. However, other studies show, that digital technology use in adults may actually support cognitive resilience rather than harm it. What we do know is that brains can form intense neurological reward loops around digital interests, making moderation essential to avoid addiction. 


And moderation is the key across all special interests. Children should be supported to engage in their interests, not shut down, but they also need guidance in balance, priority‑setting, and recognising their own energy limits. These skills become powerful lifelong tools. Working with the brain, not against it, is how we help neurodivergent children (and adults) grow in healthy and sustainable ways. 


Most importantly, special interests are a bridge between the neurodivergent and neurotypical worlds. Autistic and ADHD people often find it hard to enter neurotypical social spaces, not because we don’t want to, but because we don't always know how. But when someone steps into our world, asks about our interest, shows genuine curiosity, we see the effort, and it matters. It opens the door for connection. And once that door is open, we're far more likely to walk through to meet you. 

 

Reference: 

Bernardin, C.J., Brown, C. & Kanne, S. (2021) Characterization of Special Interests in Autism Spectrum Disorder: A Brief Review and Pilot Study Using the Special Interests Survey. Thompson Center for Autism & Neurodevelopmental Disorders. Available at: https://thompsonfoundation.org/wp-content/uploads/2021/10/Research-SpecialInterests-pre-pub.pdf (Accessed 21 January 2026). Navigating Social Connections for Autistic Individuals


News & Insights

Check Our Latest Resources

Congratulations Mitch – Behaviour Support Specialist of the Year Nominee

July 17, 2026
Congratulations Mitch – Behaviour Support Specialist of the Year Nominee

Disability Awareness Hub: Understanding Younger Onset Dementia

July 17, 2026
Younger Onset Dementia When most people hear the word dementia , they often picture an older person experiencing memory difficulties. However, dementia can also affect people under the age of 65, a condition known as Younger Onset Dementia (YOD) . In Australia, thousands of people are living with younger onset dementia, and the number is expected to continue increasing over coming decades. A diagnosis of younger onset dementia can be particularly challenging because it often occurs during a busy stage of life. Individuals may still be working, raising children, managing mortgages, maintaining relationships, and actively participating in their communities. As a result, the impact extends beyond the individual to affect families, workplaces, and support networks. What Is Younger Onset Dementia? Younger onset dementia is not a specific type of dementia. Rather, it is a term used when symptoms of dementia develop before the age of 65. Like older onset dementia, it can result from various conditions, including Alzheimer's disease, vascular dementia, frontotemporal dementia, Lewy body dementia, and other neurological disorders. Interestingly, memory loss is not always the first sign. Depending on the type of dementia, changes in personality, behaviour, decision-making, communication, emotional regulation, or problem-solving skills may appear before noticeable memory difficulties. This can make obtaining an accurate diagnosis more complex, as symptoms are sometimes mistaken for stress, depression, burnout, or other mental health concerns. Fascinating Facts About Younger Onset Dementia Dementia Is Not a Normal Part of Ageing One of the most common misconceptions about dementia is that it is an inevitable part of getting older. In reality, dementia is caused by diseases affecting the brain and can occur at almost any age. Symptoms Vary Significantly Between Individuals No two experiences of dementia are exactly the same. Some people may experience significant communication difficulties, while others may demonstrate changes in judgement, behaviour, social awareness, or emotional control. The person's age, lifestyle, diagnosis, support network, and overall health all influence how dementia presents. Early Signs May Be Behavioural Rather Than Cognitive For some individuals, particularly those with frontotemporal dementia, noticeable changes in behaviour or personality may occur before memory impairment becomes apparent. Family members often report that their loved one "just isn't themselves anymore" long before dementia is suspected. People Can Continue Living Meaningful Lives A diagnosis of younger onset dementia does not mean a person immediately loses their independence or quality of life. Many individuals continue participating in hobbies, employment, social activities, community events, and meaningful relationships for years following diagnosis when appropriate supports are in place. Understanding Behaviours of Concern As dementia affects different areas of the brain, individuals may experience difficulties interpreting information, communicating needs, regulating emotions, or responding to environmental demands. Behaviours of concern often emerge when a person is attempting to communicate an unmet need, discomfort, confusion, fear, or frustration. Rather than viewing these behaviours as deliberate or challenging, it is often more helpful to ask: "What is this person trying to tell us?" Agitation and Restlessness Agitation may present as pacing, fidgeting, repeatedly moving around an environment, or appearing unsettled. These behaviours may be linked to pain, anxiety, fatigue, boredom, sensory overload, or changes in routine. Verbal Aggression Some individuals may yell, swear, accuse others, or become argumentative. Often, these responses occur when the person is confused, frightened, unable to express themselves effectively, or feeling misunderstood. Physical Aggression Physical aggression, such as hitting, pushing, kicking, or throwing objects, is frequently associated with a perception of threat or loss of control. The individual may be attempting to protect themselves from something they do not understand or are unable to process. Repetitive Questions and Behaviours Repeating questions or actions can be frustrating for caregivers, but these behaviours often reflect memory difficulties, anxiety, or a desire for reassurance. The behaviour may help the individual feel safe and oriented in their environment. Withdrawal and Loss of Motivation Not all behaviours of concern are outwardly disruptive. Some people become increasingly withdrawn, lose interest in activities they once enjoyed, or disengage from social interactions. This can be related to changes in cognition, mood, confidence, or communication abilities. Wandering and Exit-Seeking A person may attempt to leave a home, workplace, or support setting because they are searching for familiarity, purpose, routine, or a place they associate with safety. These behaviours often reflect unmet emotional or environmental needs rather than intentional non-compliance. How Positive Behaviour Support Can Help Positive Behaviour Support (PBS) offers a person-centred framework for understanding and responding to behaviours of concern in individuals living with younger onset dementia. Rather than focusing on eliminating behaviours, PBS seeks to understand the function of the behaviour and improve the person's quality of life. Understanding the Reason Behind the Behaviour Behaviour support practitioners work collaboratively with the individual, family members, healthcare professionals, and support workers to identify factors contributing to distress. This includes examining: Environmental triggers Communication difficulties Physical health concerns Pain and discomfort Sensory sensitivities Changes in routine Social and emotional factors Understanding these influences allows support teams to develop proactive strategies that reduce distress before behaviours escalate. Improving Communication As dementia progresses, communication can become increasingly difficult. Positive Behaviour Support can assist by introducing strategies such as: Using clear and simple language Allowing additional processing time Reducing competing distractions Using visual supports and prompts Maintaining consistent communication approaches across support networks When communication improves, frustration and distress often decrease. Creating Supportive Environments The physical environment can significantly influence behaviour. Small modifications can produce meaningful improvements in wellbeing, including: Reducing noise and sensory overload Improving lighting and visibility Using visual cues and signage Supporting predictable routines Creating calm and familiar spaces These adjustments help individuals feel safer, more confident, and better able to navigate their daily lives. Promoting Meaningful Engagement People living with younger onset dementia continue to have goals, interests, strengths, and preferences. Behaviour support actively promotes meaningful participation in activities that provide: Purpose Connection Achievement Choice Enjoyment Maintaining these opportunities can reduce boredom, improve emotional wellbeing, and enhance quality of life. Supporting Families and Care Teams Families and support staff often experience significant stress when behaviours of concern emerge. Behaviour support practitioners provide education, coaching, and practical strategies that help supporters respond consistently, confidently, and compassionately while preserving the dignity and rights of the person living with dementia. Looking Beyond the Behaviour Perhaps the most important principle when supporting someone with younger onset dementia is recognising that behaviour is a form of communication. By moving beyond the behaviour itself and exploring the person's experiences, emotions, and unmet needs, we create opportunities for connection, understanding, and meaningful support. Positive Behaviour Support provides a framework for achieving this by focusing on the individual rather than the diagnosis. With the right supports, people living with younger onset dementia can continue to enjoy fulfilling lives, maintain important relationships, and participate in the activities that matter most to them. Supporting someone living with dementia means looking beyond their diagnosis or behaviour to understand their identity, experiences, relationships and unmet needs. In our article, Dementia Care: The Whole Person Is the Whole Point , we explore how a wellbeing-led approach can help us respond to distress with greater curiosity, compassion and respect. If you or someone you support is living with younger onset dementia and could benefit from person-centred Positive Behaviour Support, our team is here to help. Get in touch with helpz to discuss how we can support the person, their family and care team. 

Everyone Deserves to Belong

July 17, 2026
How small, intentional actions can create more inclusive communities where everyone feels welcomed, valued and connected. Belonging is one of our most fundamental human needs. We all want to feel welcomed, valued, respected, and connected to the people and places around us. Yet for many people with disability, genuine inclusion can still be difficult to find. While awareness of disability has grown significantly in recent years, inclusion is about much more than simply opening the door. True inclusion means creating environments where people can actively participate, contribute, build relationships, and feel like they are a valued part of their community. At Helpz, we see every day how powerful belonging can be. Whether it's a student making friends at school, an adult joining a community group, or a person gaining confidence to participate in activities they enjoy, meaningful inclusion can have a positive impact on wellbeing, independence, and quality of life. Inclusion Starts with Small Actions The good news is that creating inclusive environments doesn't always require major changes. Often, the most meaningful improvements come from small, intentional actions that help people feel welcome and supported. Organisations can promote inclusion by: Using clear and accessible communication. Ensuring physical spaces are easy to navigate. Offering flexibility in how people participate. Creating opportunities for social connection and relationship-building. Asking people what support they need rather than making assumptions. Celebrating diversity and recognising individual strengths. These simple steps can make a significant difference to a person's experience and sense of belonging. Moving Beyond Accessibility Accessibility is essential, but belonging goes a step further. A wheelchair ramp may enable someone to enter a building, but belonging is about whether they feel included once they get inside. It's about being invited to participate, having a voice in decisions, being recognised for talents and contributions, and forming meaningful relationships. When organisations focus on belonging, they create environments where everyone has opportunities not just to attend, but to thrive. The Benefits of Inclusive Communities Inclusive organisations benefit everyone, not only people with disability. Diverse communities foster stronger relationships, encourage innovation, and create richer experiences for all members. When people with different backgrounds, abilities, and perspectives come together, communities become more connected, compassionate, and resilient. Looking Forward As we celebrate five years of Helpz, we are reminded that meaningful inclusion is a journey we all share. Every conversation, invitation, and act of understanding helps build communities where people feel seen, valued, and connected. Because at the heart of inclusion is a simple belief: everyone deserves the opportunity to belong. Creating a more inclusive world doesn't happen through grand gestures alone, it happens through everyday actions that ensure every person has the chance to participate, contribute, and thrive. Together, we can create communities where everyone feels they truly belong. A sense of belonging is especially important during childhood, shaping how children connect, participate and feel at school. In our artic le, Why Friendships Matter: Helping Children Feel They Belong at School , we explore how friendships and peer connection can support c hildren’s confidence, wellbeing and engagement in learning. At helpz, we work alongside individuals, families and support networks to create opportunities for greater participation, connection and independence. If you or someone you know could benefit from personalised support to feel more connected within their community, get in touch with our team.