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Maria De Los Santos, and Dr. Nathan Roberson, Beyond Education
Contributions:
Maria De Los Santos: Conceptualization; Writing – Original Draft Preparation and Editing
Nathan Roberson: Supervision; Resources, Writing- Reviewing and Editing
Title: Preparing for the Future: Embracing Neurodiversity and 21st-Century Competencies for Human Flourishing
Abstract:
Preparing for the future workplace requires more than technical skills—it demands cultivating 21st-Century Competencies, such as critical thinking, resilience, and a growth mindset. Likewise, by integrating 21st-Century Competencies with neuro-inclusive approaches, we can ensure readiness for not only evolving job demands but also for human flourishing. Although research on neurodiversity is growing, studies linking it explicitly to workforce readiness and well-being remain limited. This dual approach celebrates diverse strengths, fosters belonging for all learners, and supports meaningful work aligned with individuals’ core values. Reimagining education and work this way create inclusive environments where all people can thrive.
Preparing for the Future: Embracing Neurodiversity and 21st-Century Competencies for Human Flourishing
Keywords: Neurodivergence, Neurodiversity, 21st-Century Competencies, Inclusive Pedagogy, Social-Emotional Learning (SEL), Workforce Readiness, Human-Centered Learning, Future of Work, Human Flourishing
Introduction
In today’s digital era, certain jobs are becoming obsolete or are being replaced by technological advancements. The labor market is undergoing significant changes, driven by emerging skills such as artificial intelligence, big data, networking, cybersecurity, and technological literacy (Leopold, Till, 2025). Amid these rapid advancements and the creation of new roles, one constant remains: human-centric skills are indispensable in meeting the evolving demands of the modern workforce and well-being. As these changes unfold, it is becoming increasingly important to recognize the value of cognitive diversity, including the strengths of neurodivergent individuals, such as those with ADHD, dyslexia, and autism, whose innovative thinking, pattern recognition, and creative problem-solving drive progress and enrich collaborative environments. However, as complex challenges arise, so must our solutions to keep up with these unprecedented times. By integrating a neurodiversity lens to deconstruct our outdated and traditional education systems and modernize our curriculum and pedagogy, we can better look to the future of learning. The solution lies in a dual approach of integrating 21st-Century Competencies, such as critical thinking, resilience, and growth mindset, and adopting neuro-inclusive pedagogy to prepare all types of learners for an increasingly interconnected world.
By emphasizing the importance and implementation of 21st-Century Competencies—also known as social and emotional skills (SEL) or non-cognitive domains—in both educational and professional settings (LeFevre-Levy et al., 2023), we can better support neurodivergent individuals through adaptive and accommodating learning strategies. Strengthening these competencies not only enhances career preparation but also contributes to broader goals of human flourishing and future workforce readiness. Although there is not a universally accepted definition of human flourishing, we will be focusing on the holistic and equilibrium definition, which encompasses balanced dynamics between strong social/self-relationships, physical and mental health, and personal growth and purpose in life. Human flourishing draws on ideas of Aristotle who believed the highest good for humans is a life of eudaimonia, or in other words “happiness,” virtue, meaning, relationships and accomplishment as tenants of flourishing. Human flourishing stands in contrast to economic models of education that emphasize “human capital” that stress human skills valuable for industry. Instead, the concept of flourishing demands we ask better questions, not what is technologically possible, but what is it that we need for ourselves and in relationship with our ecosystems, when and what is enough, and how can well-being be at the centre of occupational activities? This paper explores how the relationship between neurodivergent individuals and 21st-Century Competencies can enhance workplace preparedness while fostering overall well-being. To reconstruct education and work environments to better accommodate neurodivergent needs and promote inclusive development of essential skills where everyone’s strengths are recognized, all learners should feel a sense of belonging and engage in meaningful, fulfilling work, not merely economic, but vocational in the sense of aligned with their values/core, purpose, and unique talents.
There has been developing research on the growth of 21st-Century Competencies, including findings that students’ competencies can improve over time. For example, a study with 242 students found that students at an international school in Portugal integrating SEL into its curriculum showed an average increase of 8.9 points on the CCI-21 scale, which is about half a developmental level on a normalized scale. Students showed notable growth in competencies like Critical Thinking, Communication, Curiosity, and Growth Mindset, all of which were linked to academic outcomes (Roberson, 2025). However, there has been less research on neurodivergent individuals and their educational, career, and life trajectories. Neurodivergence, also known as neuroatypical, is most often used to refer to individuals who have autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), or dyslexia (LeFevre-Levy et al., 2023). While caution should be made about sweeping generalizations and creation or perpetuation of stereotypes, recent research shows that neurodivergent students are more likely to excel in creativity, problem-solving, and innovation (LeFevre-Levy et al., 2023). Neurodivergent individuals have unique and distinct strengths of 21st-Century Competencies that contribute toward dynamic and holistic workplace readiness. For example, individuals with autism spectrum disorder may demonstrate exceptional focus, attention to detail, and strong memory for factual information, along with specialized skills in areas like mathematics, music, spatial reasoning, or visual arts (LeFevre-Levy et al., 2023). By supporting neurodiversity in ways that benefit all learners, we celebrate human differences and cultivate richer, more innovative communities, ultimately creating a stronger, more adaptable society for everyone.
Toward a Human-Centered Education System: SEL, 4D Model, and 21st-Century Competencies
Social and emotional learning (SEL) has been viewed as a transformative learning dimension over the years in not only educational environments but also in the workforce and general life; especially regarding mental health. Throughout development, an individual may encounter various challenges, such as emotional disorders, psychosocial crises, alcohol and drug use, and economic inadequacies (Wehlage et al., 1989). As research indicates, SEL provides these individuals the necessary tools to manage these complexities within themselves and while dealing with others (Baumeister, 1991). In the education sector, students with strong SEL skills are more likely to engage in constructive peer interactions and maintain positive relationships with teachers, and the benefits extend to personal resilience and social cohesion (Gadermann et al., 2016). In response to outdated education models, researchers at Harvard’s Center for Curriculum Redesign (CCR) developed the ‘4-Dimensional Model (4D) of Education,’ which includes Knowledge, Skills, Character, and Meta-Learning (Fadel et al., 2015). This model guides education systems and propels them to become future-oriented and adaptive to the uncertain and evolving landscapes of the economy, workplace, education, and general life. Although concepts like SEL, the 4D Model, and 21st-Century Competencies are relatively recent additions to mainstream discourse, they have emerged in direct response to shifting labor market demands. As work becomes more specialized, organizations that prioritize inclusive learning environments and neurodiverse talent will be better equipped to thrive. It is important, now more than ever, to measure and monitor these competencies to help individuals expand and develop these essential skills. As automation reshapes labor demands, human-centric skills, such as complex problem-solving, creativity, and critical thinking, are increasingly valuable (Leopold, Till, 2025). These competencies not only support individual flourishing but also serve as strategic assets for organizations seeking innovation and adaptability. In this context, investing in these core skills from an early age is not just a matter of equity but of national workforce development and overall human flourishing, as these competencies also allow individuals to grow into more reflective and self-aware individuals and global citizens.
Valuing Neurodiversity: Redefining Success in Education and Work
Recognizing and cultivating 21st-century competencies also requires reimagining who gets to succeed in our learning and work environments, as well as redefining success in a way that centers human flourishing. This invites a broader understanding of cognitive diversity, most notably, neurodiversity as an essential dimension of inclusive, future-ready systems. Initially, neurodiversity was a concept to support autism, but has expanded over time to include additional neurodivergent traits such as ADHD, attention deficit disorder (ADD), dyslexia, Tourette’s syndrome, dyspraxia, dyscalculia, dysgraphia, dysnomia, obsessive-compulsive disorder (OCD), and intellectual giftedness (van Rijswijk et al., 2024). Other examples include bipolar disorder and epilepsy; however, oftentimes excluded from mainstream research. In this piece we focus principally on research pertaining to individuals with autism-spectrum, ADHD, and dyslexia. The neurodiversity movement essentially calls for a shift away from the traditional model of disability towards the social model of disability (LeFevre-Levy et al., 2023). For this piece, we use the terms neurodivergence, neuroatypical, learning disabilities, and non-learning disabilities as all conditions that may affect an individual’s learning.
The aforementioned conditions have the potential to impact learning outcomes. But what happens when an individual has more than one learning disability or neurodivergent condition? For instance, children with ADHD often experience comorbidities, the presence of simultaneous and multiple medical or psychological conditions, and can struggle with learning as early as preschool years and early elementary school years (Tejasvi & Kumar, 2024). Research has pointed out that it is significant and crucial to develop assistive technologies for the specific learning condition the individual is experiencing, as technology created to support one learning condition (dyslexia) cannot necessarily be adopted to support another (autism). One study emphasized this by creating a user-centered approach to help children with ADHD with emotional regulation and stress management via a fidget toy and an app that integrated reinforcement learning methods, as a reward-based system has been proven to increase or decrease the likelihood of a specific behavior being repeated, depending on the motivation behind it. The app included heart rate monitoring, and a key finding was that the heart rate of these children significantly reduced post-use of these stress management techniques, which were provided in the app for them to follow, such as deep breathing and listening to calming auditory tones. There was also a high usage of the app, indicating a need for these tools. This is a prime example of what happens when neurodivergent individuals are provided with tailored and educational approaches early on in their developmental and educational journey. It can help them regulate their emotions better and navigate the educational system more effectively and prepare them for their future careers.
It is no secret that neurodivergence often has its challenges, such as restlessness, inability to focus attention or be productive, impulsivity, struggling to read/write/do math, and in general, fitting into the societal norms of the education and workforce sectors. However, it is important to highlight the generalized strengths of neurodivergence as well. Not only for social reasons, but organizations that embrace neurodivergent individuals gain a competitive advantage in the new and evolving work environment, as skills and abilities that many neuroatypical individuals struggle with (spelling, rote memory, organizational skills) are becoming less important in the workplace. According to research, the top five job skills for 2025 consisted of analytical thinking and innovation, active learning, complex problem solving, critical thinking and analysis, and creativity (LeFevre-Levy et al., 2023), which are key competencies that many neuroatypical individuals already possess. Neurodivergent individuals bring valuable perspectives and distinct competencies to the workplace. When provided with appropriate conditions and accommodations, neurodivergent individuals’ contributions can be greatly amplified, just as they might have thrived and contributed more meaningfully in educational settings had such support been available earlier in their academic journey. The right accommodations can unlock their full potential, both in school, in the workplace, and beyond.
To highlight some of the strengths, challenges, and potential contributions of dyslexia in the workplace: common challenges include difficulty with spelling, slower processing speeds, slower reading and writing, and weaker rote memory or memory for details (LeFevre-Levy et al., 2023). However, individuals with dyslexia often have strengths such as strong conceptual understanding, the ability to cut through complexity, and holistic processing. In the workplace, they tend to excel in environments that value creativity, novel connections, and problem-solving rather than routine tasks. Another excellent example is research on the relationship between ADHD and entrepreneurship. Due to their heightened stimulus-seeking tendencies, individuals with ADHD are often more drawn to the risks involved in entrepreneurial activities and business ventures, which can make them well-suited for such roles (Moore, Curt B. et al., 2021). Neurodiversity in the workplace creates a dynamic environment where a range of cognitive strengths can be leveraged to their fullest potential. For example, individuals with ADHD, who often thrive in high-stimulation and risk-taking scenarios, can excel in leading innovative projects that require bold decision-making and entrepreneurial spirit. Meanwhile, neurotypical individuals who prefer structure, detail, and organization can be entrusted with roles focused on project management and operational precision. However, it is crucial to realize that some of these examples can lead to reinforced stereotypes of what “neurodivergent” vs “neurotypical” individuals are like. In other words, not every person with ADHD will enjoy taking risks, some might prefer stability and structure, and the same can be said for neurotypical individuals. There is not one way to be and live neurodivergent or neurotypical, there is only one way to be human, and that is to be authentic to ourselves and recognize how we contribute to the communities that we are a part of. By embracing neurodiversity, organizations gain the advantage of aligning everyone’s unique skills with the tasks best suited to them, thereby fostering a complementary workforce that maximizes productivity, creativity, and overall success.
Former studies have suggested that as much as 17% of the US workforce may be neuroatypical, with speculation that the number will only rise with less stigma and increased diagnoses. Despite this significant portion, there has been little research on the experiences of these individuals (LeFevre-Levy et al., 2023). Other research has noted that 58% of young people with autism have never worked, which is significantly lower than other neurodivergent individuals with other types of diagnoses (Otu & Sefotho, 2024). Notably, Temple Grandin, an autistic professor and animal behaviorist at Colorado State University, has extensively documented how her autism has been a source of unique strengths, such as exceptional pattern recognition and attention to detail, which have greatly contributed to her success (Sacks, 1993). Her work helps address a significant gap in both academic literature and the broader research community regarding the lived experiences and capabilities of neurodivergent individuals. For instance, due to her logical empathy to understand others’ perspectives, specifically animals, she analyzed their sensory experiences and created more humane handling systems to reduce stress and suffering for animals at slaughterhouses. Her work challenges conventional views by highlighting how neurodivergent traits can be powerful assets in professional and academic contexts (Grandin, 2013). Despite powerful examples like Grandin’s, the broader workforce continues to overlook neurodivergent talent, often due to rigid hiring practices, lack of accommodations, and persistent stigma. Research suggests that overall well-being is closely influenced by multiple factors, particularly employment for individuals with disabilities. Among neurodivergent individuals, barriers to employment are associated with increased risks of depression, anxiety, and broader negative mental and physical health outcomes (LeFevre-Levy et al., 2023). The gap between potential and opportunity reflects a larger systemic failure to recognize the value of diverse cognitive profiles. Rather than asking neurodivergent individuals to conform to outdated expectations, we should be redesigning environments that bring out their strengths. Organizations and society at large need to be open and do the work to implement various accommodations, increase flexibility, and adapt management styles. If we truly want to prepare for the future of work, we must shift from seeing neurodivergence as a limitation to understanding it as a competitive advantage—one that can drive innovation, empathy, and progress across industries.
Neuro-Inclusive Pedagogy: Preparing all Learners for the Future
Rather than using a one-size-fits-all model and designing educational experiences for a “typical” learner and retrofitting accommodations, inclusive pedagogy proactively embeds flexibility, choice, and support mechanisms that benefit a wide range of cognitive profiles from the outset. Central to this model is the belief that diversity—cognitive, cultural, emotional, physical, and neurological is a strength, not a challenge to be fixed. One research study involving online programs (‘BE a Global Citizen’) highlighted some ‘careful’ recommendations (Celume & Maoulida, 2022) based on their findings, such as combining asynchronous and synchronous approaches, to guide students to find their way according to their learning preferences. In this example, neurotypical students were able to work independently on their 21st-Century Competencies at their own pace and develop them via group sessions. This is a strategy that we should also extend to neurodivergent individuals, those with learning disabilities, and all individuals with conditions that may affect their learning journey, because inclusive and thinking-forward approaches, such as the one mentioned previously, allow for all types of learners to develop at their own speed. Another example is a study aimed at investigating the link between 21st-Century Competencies and academic outcomes in a late primary/secondary, private school in Portugal, in which the researchers argued for policymakers to continue prioritizing the implementation of SEL frameworks within national education systems, including the public school system (Roberson, 2025).
With SEL strategies and educational models like the CCR’s 4D model, focusing on knowledge, skills, character, and meta-learning, being adopted across schools globally, they serve as foundational tools for nurturing not just academic success but holistic development. These frameworks help students build crucial competencies like resilience, communication, critical thinking, and emotional regulation, which are increasingly vital in the face of a changing workforce. A scoping review found that the promotion of programming skills and/or computational thinking (CT) interventions and approaches enhanced social-emotional competencies even when not explicitly intended in children with autism (ASD) and ADHD (ages 6-15) and CT-related skills obtained by those students were still found to persist beyond the intervention period (Oswald et al., 2024). Although this was an incredible finding, challenges arose during the intervention periods, and the researchers had to accommodate students with ASD by providing a more rigid and planned environment rather than a flexible or loosely structured one, to support their needs for routine and clear expectations. The review included multiple studies reporting improvement in additional skills beyond CT/programming skills, such as one study reported an improvement in oral expression skills in students with ASD, and another one pointed out that the ability to focus attention and concentration increased with coding activities, in particular in students with ADHD.
A group of students from a digital skills training institution in South Africa took Beyond Education’s (BE) assessment to measure their 21st-Century Competencies—skills the academy emphasizes to prepare students for the digital workforce. Within that group, several individuals were neurodivergent, had learning disabilities, or faced conditions that could potentially hinder their learning. While the sample size was small, 6 out of 35 students, their scores varied but were statistically comparable to their neurotypical peers, even with diverse cognitive profiles and learning needs. However, with the intentional implementation of more neuro-inclusive curricula, there is strong potential to support these students in ways that align with their unique strengths.
Importantly, when these models are designed with neuro-inclusivity in mind, they become even more powerful. Neurodivergent students and individuals with learning disabilities, who often approach problems in nonlinear, out-of-the-box ways, benefit from learning environments that truly recognize and support how their brains work. These students do not just adapt to the classroom—they contribute to it, offering perspectives and strengths that challenge traditional ways of thinking. When neurodivergent students are intentionally included in the design of educational systems, the benefits extend beyond individual accommodations. A neuro-inclusive approach enhances the overall learning environment by fostering creativity, empathy, and collaborative problem-solving among all learners. When we design learning environments that take different neurological needs into account, we are not just making education fairer, we are giving every student, whether they are neurodivergent or neurotypical, the chance to build the skills they need to succeed in the future workforce. This directly contributes to the broader goals of human flourishing, environments where every student, regardless of neurological/physical/emotional/mental makeup, is valued and belongs. By investing in such inclusive educational reforms, we lay the groundwork for a future in which diversity is not just accommodated but actively celebrated as a driver of innovation, empathy, and collective success.
School-Based Recommendations
To connect theory to practice, these are some practical, neuroinclusive recommendations to support students develop their necessary 21st-Century Competencies:
- Start off by focusing on and measuring their competencies! You won’t know where to start from unless there is a point of reference to build up their competencies, such as creativity, leadership, and growth mindset. Consistent with the 4D model of education, if we shift to a competency-based curriculum, we can build a more inclusive environment.
- Plan out different lesson plans throughout the academic year, every other week that incorporate alternative learning strategies, such as drawing in history class instead of just writing essays or doing math in art class rather than just drawing. Simultaneously challenging and developing different parts of the brain. Making trans-disciplinary links with multi-modal forms of “evidence” builds diverse learning.
- Incorporate breathing and physical exercise challenges within the classroom. Start classes off by meditating every other day or daily, including journaling and personal reflections.
- Center student agency. Engage students in learning contracts and project-based learning that allows for their interests to be developed and allows for diverse forms of learning goals. Consider building competencies (e.g. courage and mindfulness) as core parts of classroom learning objectives.
Neurodiversity in the Workforce
The transition from education to employment is typically a steep learning curve. However, this transition poses extra challenges for neurodivergent individuals, often due to gaps in social skills, executive functioning, and traditional interview-based hiring processes. Neurodivergent individuals usually face high unemployment rates, and oftentimes, if employed, they lack suitable job opportunities. Targeted development of 21st-Century Competencies and accommodations offered by employers and organizations can bridge these gaps.
A study in Southeast Nigeria linked employability skills with successful career transitions among neurodivergent adults. Of note, the researchers used ‘employability skills’ and listed them as: technical skills, personal/social skills, and high-order thinking skills, which are similar to 21st-Century Competencies. Those who had early exposure to skill-building opportunities in communication, collaboration, and self-regulation were more likely to secure and maintain employment (Otu & Sefotho, 2024). The findings also showcased that employability skills are a significant predictor of career and employment attainment among neurodivergent individuals, especially when traditional hiring practices have historically favored individuals conforming to neurotypical norms. These findings support the idea that the cultivation of 21st-Century Competencies must begin early and continue throughout life.
Neurodivergent individuals, such as those with dyslexia, who may struggle with rote memory but excel in conceptual thinking and holistic processing, offer unique cognitive strengths that can drive innovation. As such, reimagining job design and team structure to harness these strengths can result in higher organizational performance. As the nature of work changes, fostering inclusive teams with diverse cognitive styles will be crucial for innovation and adaptability (LeFevre-Levy et al., 2023).
Boundary-spanning—working across different departments or functions—was also identified as a key strategy for improving workplace inclusion and social cohesion. Neurodivergent and neurotypical individuals alike benefited from such cross-functional collaboration, which helped reduce social stigma and enhanced productivity (van Rijswijk et al., 2024). To be more specific, groups in which several group members engaged in boundary-spanning activities experienced a positive association with empathic and conversational skills, whereas group members who engaged in less boundary-spanning activities, the association between neurodivergence and empathic and conversational skills was negative. This example of a formal top-down managerial initiative combined with a bottom-up approach would have a significant impact on maintaining a diversity-welcoming organizational structure and contribute to overall flourishing, even outside the workforce.
Reframing 21st-Century Competencies for Human Flourishing with Neurodiversity in Mind
The future of work and education requires an alignment of 21st-Century Competencies and neurodiversity. Core competencies such as collaboration, communication, resilience, critical thinking, and emotional regulation are foundational not only to workforce readiness but also to social and emotional well-being. Integrating the 4D model, SEL interventions, and inclusive pedagogy ensures that diverse cognitive profiles are both accommodated and celebrated. This dual approach aligns with the global movement toward equity in education and inclusive employment practices. Neurodiversity should not be viewed as a deficit but rather as a valuable asset. Neurodivergent talent enhances innovation, progress, and organizational performance when nurtured within thoughtful, inclusive systems and with the development of 21st-Century Competencies. Organizations and the public need to start being open to providing accommodations, increasing flexibility, adapting and changing modes of leadership, communication, and community practices to unlock the utmost potential of all people. These changes would not only benefit individuals who are neurodivergent, with learning disabilities, and non-learning disabilities, but also those who are neurotypical, as all parties would have the opportunity to strengthen their 21st-Century Competencies. As everyone gains opportunities to strengthen their 21st-Century Competencies, a truly symbiotic relationship can emerge, where diverse minds complement and elevate one another.
This leads to one bigger goal: building a world where everyone feels like they matter and belong. Human flourishing is not just about being ready for the workforce, it is about being able to grow, thrive, and do meaningful work that aligns with who we are. When we embrace neurodiversity and focus on developing 21st-Century Competencies, we are not just helping individuals succeed in jobs—we are creating environments that support creativity, resilience, connection, and purpose. This shift challenges outdated systems and calls for a more thoughtful approach to how we teach, lead, and work together. And when we create space for all types of thinkers, when people are given the right support and placed in roles that match their strengths, everyone benefits. This is what progress looks like: workplaces and classrooms where all individuals, regardless of how their brains work, can contribute and feel seen. That is how we get to a more equitable and prosperous future for everyone.
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