As more apprentices enter programmes with neurodivergent traits, the apprenticeship journey is becoming about far more than gaining a qualification. For many, it’s also a process of understanding how they learn, work and thrive.
Starting an Apprenticeship navigating neurodiversity
Kirstie began her CIPD apprenticeship already diagnosed with developmental coordination disorder (DCD/dyspraxia), and later - after completing her modules - received a formal ADHD diagnosis. In fact, it was the difficulty of balancing apprenticeship demands that encouraged her to restart the assessment process.
The academic side hit hard at first.
“I didn’t realise how much work there would be with the assignments,” she explained. “The cognitive load felt like having dozens of tabs open on your laptop - all buffering at the same time.”
The cognitive load felt like having dozens of tabs open on your laptop - all buffering at the same time.
Discovering strengths through the programme
Despite the challenges, the apprenticeship helped her uncover strengths she hadn’t fully recognised before.
“I’m a confident communicator, creative, bold, and my pattern recognition is strong. I don’t think I’d have appreciated those qualities without the apprenticeship.”
I’m a confident communicator, creative, bold, and my pattern recognition is strong. I don’t think I’d have appreciated those qualities without the apprenticeship.
Tools, structure and the right support
Kirstie's sessions with her Apprenticeship tutor, Pilar, reshaped how she approached assignments.
“Working with Pilar to reframe questions - and then break the assignments into individual parts - I’d probably still be stuck on one of the starting modules without that. My regular catchups with Pilar were often me thinking aloud or sense‑checking ideas. You need reassurance you’re on the right track before you commit anything to writing. Pilar’s coaching techniques helped pick out the important elements and unstick that writer’s block.”
Working with Pilar to reframe questions - and then break the assignments into individual parts - I’d probably still be stuck on one of the starting modules without that.
AI tools and the Reed Learning Virtual Learning Environment also helped keep things manageable.
“I loved being able to absorb the learning bit by bit. I’m a huge fan of checklists, so the self‑serve, step‑by‑step style of the VLE really worked for me. And using assistive tech - like ‘read aloud’ for long documents - made a big difference.”
I loved being able to absorb the learning bit by bit. I’m a huge fan of checklists, so the self‑serve, step‑by‑step style of the VLE really worked for me. And using assistive tech - like ‘read aloud’ for long documents - made a big difference.
Kirstie also found community support equally powerful. Joining neurodiversity groups brought “a significant change in confidence”.
Growing in confidence and advocating in the workplace
As her confidence grew, so did her ability to advocate for herself at work. She learned to ask for the adjustments that made a real difference - such as clear written explanations and communication.
However, she’s keen to highlight that neurodivergent experiences are not universal:
“For example, consistent routines don’t always help me - I crave variety. It’s important to recognise that every neurodivergent person thrives differently.”
She encourages others to seek the support they need, even if it feels daunting.
“I know it’s hard if you’re feeling vulnerable. But your employer does have a duty of care.”
I know it’s hard if you’re feeling vulnerable. But your employer does have a duty of care.
The moment she received her certificate was emotional.
“I genuinely cried. I didn’t think I’d get there.”
I genuinely cried. I didn’t think I’d get there.
Looking forward
Kirstie now embraces working with her brain rather that against it and encourages others to experiment with techniques that work for them. Her apprenticeship journey demonstrates the power of the right support - from tutors like Pilar, to accessible learning tools, to understanding employers - in helping neurodivergent apprentices achieve meaningful professional development.