Diving into Diversity: Harnessing Neurodivergent Strengths to Transform Aquatic Sciences

The Early Career Committee (ECC) of the Association for the Sciences of Limnology and Oceanography (ASLO) calls for amplified acknowledgment and embrace of neurodiverse individuals in aquatic sciences. We advocate for a transformative shift, urging the broader scientific community to recognize and embrace the unique approaches, abilities, and well-being of each researcher. Despite increased attention to demographic heterogeneity, neurodiversity remains an underexplored aspect of society, particularly in scientific disciplines. The neurodiversity paradigm reframes cognitive differences as assets rather than deficits, emphasizing the strengths, specialized skills, and high-performance potential of neurodivergent individuals in science (Jaarsma and Welin 2011; Lefevre-Levy et al. 2023). This approach aligns with the broader views of cognitive variances as essential components of human diversity, resilience, and social collaboration (Goldberg 2023), akin to the role of biodiversity in ecosystem functioning and resilience. This paper advocates for systemic reforms to enhance the careers and experiences in aquatic sciences, thereby enriching the discipline by incorporating a wider array of perspectives and talent. Neurodivergent individuals, particularly those with autism spectrum disorder (ASD), often exhibit unique cognitive strengths beneficial for data-intensive research (Goldberg 2023; Sikimić 2023). Their keen attention to detail enables them to identify subtle patterns and anomalies, which is vital for analyzing complex datasets and detecting gradual changes (Wilson et al. 2023). Additionally, their meticulousness, sustained focus, and creative problem-solving boost reliability and innovative outcomes. In aquatic sciences, where interdisciplinary approaches are crucial, these attributes are highly significant but often overlooked. Estimates suggest that only 5% of Science, Technology, Engineering, and Mathematics (STEM) undergraduates and 0.9% of senior academics in the UK disclose their neurodivergent conditions (Wilson et al. 2023). In contrast, nearly 17% of the US workforce may be neurodivergent (Lefevre-Levy et al. 2023). In geosciences, preliminary calculations indicate that 2–3 of every 150 students may be autistic (Kingsbury et al. 2020). However, comparable data for aquatic sciences is lacking. Neurodivergent underrepresentation is exacerbated by structural barriers. Traditional metrics of success in academia, such as publication rates, conference networking skills, and grant acquisition, are often shaped by neurotypical norms. Hence, these metrics may not capture the contributions of neurodivergent scientists, at least not without adequate support (Cosentino and Souviron-Priego 2021), such as written/recorded instructions, time flexibility, and an uninterrupted workflow. Stigma and a lack of specific accommodations at the institutional level aggravate the challenges faced by neurodivergent researchers, leading many to conceal their conditions. This issue is particularly acute among the neurodivergent community from the Global South and Early Career Researchers (ECRs), who are often held back from the diversity discourse due to feelings of disconnection or lack of representation (Cosentino and Souviron-Priego 2021; Sikimić 2023), largely because the discourse tends to prioritize larger or discernible minority groups over those with less visible conditions. Preconceptions and assumptions that neurodivergent researchers will not produce as many results or interact socially as expected further condense the number of opportunities available, increasing their reluctance to ask for help (Wilson et al. 2023). Institutions must adopt wide-ranging practices that accommodate diverse cognitive styles. Accommodations refer to adjustments, such as communication methods, assisting devices, or learning methods, that enable neurodivergents to attain the same level of proficiency as their neurotypical counterparts (Fig. 1). The purpose of accommodations is not “special treatment”, but to ensure equitable opportunities for learning and success within the neurodiverse community. For instance, sensory-friendly environments are specifically designed spaces (or equipment) intended to accommodate sensitivities associated with autism, like workspaces with soft lighting, soundproofing, and calming color schemes. The use of sensory tools, such as weighted blankets, fidget gadgets, and bubble tube lamps, aids neurodivergent individuals in achieving greater comfort and balance in the workplace. Similarly, flexible work schedules and fieldwork roles can mitigate external stimuli and enhance productivity. Structured communication practices, including clear meeting plans and written feedback mechanisms, can facilitate effective collaboration and create a secure space for neurodivergent individuals to disclose their conditions (Goldberg 2023; Sikimić 2023; Wilson et al. 2023). Comprehensive evaluation criteria that recognize the varied contributions to science beyond traditional metrics can ensure the equitable assessment of neurodivergents. Educational programs on neurodiversity can further reduce bias and nurture a culture of respect, acknowledging, and supporting the diverse cognitive styles of researchers. Kingsbury et al. (2020) reflect that autistic students must be included in the planning of their accommodations to properly address their needs. This statement must be extended to all neurodivergent individuals in academia. To inform both individual and institutional practices that foster the inclusion of neurodivergents in aquatic sciences, it is essential to identify the primary challenges faced by neurodivergent individuals within scientific fields. Neurodivergents' capacity to manage novel situations or sensory stimuli can be compromised due to their elevated baseline cognitive load (Kingsbury et al. 2020). For example, fieldwork, a cornerstone of aquatic sciences, poses exceptional difficulties for neurodivergent scientists owing to sensory sensitivities and unpredictable conditions. Establishing routines at sea/field and access to supportive accommodation, such as spaces for self-regulation and self-assessment, can alleviate anxiety and improve performance (Kingsbury et al. 2020; Gushulak et al. 2023; Wilson et al. 2023). Similarly, variations in communication styles and information processing frequently lead to misunderstandings with neurotypical individuals. Most neurodivergents possess distinct nonverbal and verbal communication patterns/interactions that assimilate the principles of cross-cultural communication (Kingsbury et al. 2020). Effective cross-cultural communication proposes that individuals engaging with those from diverse cultural and cognitive backgrounds do so with an awareness of their differences, avoid making assumptions, maintain openness, and become active listeners. Neurodivergent individuals usually prioritize low-context (direct and clear) interactions; hence, literal thinking is commonly associated with the community. Repetitive questioning may be perceived by neurotypicals as argumentative; however, for neurodivergent individuals, dissecting the information received enables them to decode the message. Neurodivergents stress the need for essential information to ensure the accuracy of their interpretation and to establish mutual understanding; otherwise, they will be (mentally and physically) unable to proceed. Neurodivergent individuals may experience difficulties interpreting nonverbal cues (Kingsbury et al. 2020; Sikimić 2023), wherein avoiding eye contact facilitates better processing of the received message, or physical movement aids in enhancing cognitive processing by mitigating external stimuli. The employment of self-regulatory mechanisms, such as stimming behaviors, manages sensory overload. Stimming refers to repetitive behaviors through one or multiple senses, such as repeating words, hand mannerisms, body movements, aligning objects by color or shape, and reproducing the same sounds or songs multiple times. These behaviors, including dissociation, fidgeting, vocalizations, and repetitive motions, are predominantly involuntary and frequently misunderstood, perceived as distracting, or upsetting by neurotypicals (Cosentino and Souviron-Priego 2021). For instance, fidgeting, hyperactivity, and humming are manifestations of the Attention-Deficit/Hyperactivity Disorder (ADHD) enabling individuals to expend energy, focus, and self-regulate (Kingsbury et al. 2020; Sikimić 2023). If their behavior proves disruptive to other group members, offering designated spaces will boost team performance, as opposed to compelling neurodivergents to suppress unintentional traits, thereby exposing them to emotional dysregulation and burnout (Cosentino and Souviron-Priego 2021). However, suppressing these mechanisms, also known as masking, is extremely detrimental to the well-being and mental health of neurodivergent individuals, as it diverts cognitive resources toward self-control above all else. Polarization of the autistic community results in high-masking or low-masking, further minimizing the special needs of autistic persons. High-masking autistic individuals are better received by “neutralizing” their traits and “function” approaching societal expectations, while low-masking are singled out and greeted with stigmatization due to their condition (Jaarsma and Welin 2011; Sikimić 2023). This polarization within the autism spectrum, disregarding their conditions and needs, closely associates with the suppression of their traits to fit social functioning standards, which is detrimental to the mental health and well-being of autistic individuals. Correspondingly, Early Career neurodivergent researchers are expected to master interdisciplinary scientific skills with limited funding, support, and nonexistent accommodations (Cosentino and Souviron-Priego 2021) while navigating social anxiety, burnout, communication disruption, and mental health issues. In stigmatizing environments, individuals often avoid support to cope with and escape negative perceptions (Lefevre-Levy et al. 2023; Wilson et al. 2023). Enhancing the overall work environment can be achieved by acknowledging neurodivergent needs, providing spaces for customized accommodations, and ensuring that all team members have access to wellness breaks throughout the workday. Repetitive motion activities, meditation, breathing exercises, knitting, crafting, or transitory aerobic workout sessions are beneficial neurodivergent self-regulation strategies that can also be advantageous for neurotypical individuals. The inclusion of neurodivergent individuals in aquatic sciences is not merely a matter of equity, but a strategic imperative for scientific advancement. As we strive to protect and understand our planet's aquatic systems, we recognize that diversity in all its forms is our greatest asset. The exceptional skills of neurodivergent individuals are invaluable in data-intensive research (Goldberg 2023; Sikimić 2023). Neurological variations represent atypical human cognitive processes and communication patterns relative to the statistical majority, reflecting our societal and evolutionary adaptability (Jaarsma and Welin 2011; Goldberg 2023). Rather than categorizing neurodiversity as a disorder that requires treatment, we must assimilate neurodiversity as a natural difference. Neurodivergents are individuals with a specific disruption of behavioral abilities that require specific social adjustments and support to thrive in society (Goldberg 2023). For example, individuals with dyslexia demonstrate rapid learning capabilities when provided with the proper educational tools. Addressing these barriers requires systemic change, including the adoption of inclusive policies, tailored mentorship programs, designated safe spaces, and a cultural shift towards valuing diverse cognitive styles. The future of aquatic sciences depends on our ability to harness the power of every mind. Research institutions should prioritize strategies that facilitate the inclusion of neurodivergent individuals, leveraging their distinctive cognitive abilities to drive scientific advancements rather than implementing approaches that are incongruent with their inherent thought processes. Ultimately, we reclaim the Right to be Different (Goldberg 2023). Although we, the ASLO ECC, are not mental health professionals, through our activities, we are committed to promoting diversity in aquatic sciences, including the promotion of systematic change to enhance the future of the neurodivergent community. This commitment extends beyond mere acknowledgment, as the ASLO ECC actively works to implement systemic transformations that can positively impact the careers and experiences of ECRs in aquatic research. By addressing the unique challenges faced by underrepresented researchers and students, the ASLO ECC contributes to a broader movement towards inclusivity and diversity in scientific fields, ultimately enriching the discipline with a wider range of perspectives and talents. Hence, the ASLO ECC launched a platform for peer support in 2023 through the webinar series “Voices for Well-Being in Aquatic Sciences” (see Bizic et al. 2023; Gushulak et al. 2023). The webinars aim to facilitate discussions regarding self-care and well-being within the aquatic science community, moderated by a qualified expert to provide an appropriate environment for open dialogue and community support. Mechanisms are implemented to enable the anonymous sharing of experiences. Finally, the ASLO ECC aims to recognize and address, through supportive strategies, the systemic factors that contribute to stigmatization and exacerbate personal distress in academia. We call for reforms in aquatic sciences. We urge the scientific community to appreciate diverse perspectives and competencies while acknowledging the significance of the holistic well-being of researchers by fostering an inclusive environment, positing that these differences can significantly contribute to innovation and advancement in the aquatic sciences. On a final note, this paper reflects the journey and experiences of one of the authors regarding her late diagnosis of AuDHD (co-occurrence of autism and ADHD). While obtaining an official diagnosis is a personal decision, remaining undiagnosed does not inherently indicate well-being and may have detrimental effects on the individual and those around them. In particular, for neurodivergents with self-competing traits or those exposed to significant stress (i.e., in a doctoral program), obtaining an official diagnosis represents an initial step in a comprehensive process of self-assessment and self-care. Understanding your unique traits, acknowledging your need for accommodations, and establishing your boundaries will equip you with the means to treat yourself more compassionately. If you have any comments based on this article, or if you would like to see specific topics addressed in the webinar series, contact us at [email protected], or fill out this anonymous survey: https://forms.gle/D1af4FarZ569pbBbA. Open Access funding enabled and organized by Projekt DEAL. Data S1. Supporting Information. Complete translation of the article in Spanish language. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.