Sophie Hennekam, Audencia Business School

Bettina Lynda Bastian, American University in Bulgaria

Bruno Felix, Fundação Dom Cabral

This special issue explores how neurodiversity and gender intersect in workplace settings. Neurodivergent individuals possess valuable cognitive strengths but face significant employment challenges including high unemployment, discrimination, and limited career advancement, often due to neurotypical workplace norms.

Gender compounds these challenges, as neurodivergent women and gender-diverse individuals navigate both ableist expectations and societal gender norms. Diagnostic criteria biased toward male presentation result in underdiagnosis for other genders. Despite growing awareness of neurodiversity, organizational research remains limited, particularly regarding intersections with diverse gender identities.

The special issue invites empirical, conceptual, and practice-based research applying organizational theories to understand neurodivergent workers' experiences. It welcomes unconventional methodologies, interdisciplinary collaborations, and submissions from neurodivergent scholars, aiming to generate insights beneficial to both organizational practice and scholarship.

Appel publié par Gender Work and Organization. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Unique challenges and opportunities neurodivergent and gender-diverse individuals face in the workplace
• Co-occurrence of multiple forms of neurodivergence and its impact on workplace experiences
• Role of organizational culture, co-workers, and diversity policies in shaping experiences of neurodivergent individuals
• How societal norms surrounding femininity affect workplace experiences of neurodivergent women
• Intersection of neurodivergence with other marginalized identities
• Insights from experiences of gender-diverse neurodivergent individuals regarding gender norms and identity expression
• Participatory research methodologies that empower neurodivergent voices
• Manifestation of stereotypes about neurodiversity differently for men and women in professional environments
• Navigation of identities by non-binary or gender-diverse individuals within predominantly ableist workplaces
• Role of cultural perceptions in shaping experiences of neurodivergent individuals across different genders
• Organizational support for neurodivergent individuals and creation of inclusive climate at work, including HRM policies and practices
• Coping strategies of neurodivergent individuals and gender differences in coping
• Identity management strategies and gender disclosure decisions of gender-diverse neurodivergent individuals at work

Timeline

• Invalid DateTime: Publication of Special Issue
• January 3, 2026: Call for papers online
• September 15, 2026: Papers due from contributors
• December 15, 2026: First round of blind review and editorial decisions
• March 15, 2027: Revised manuscripts back from contributors
• June 15, 2027: Second round of blind review and editorial decisions
• September 16, 2027: Final recommendations for publication or reject decisions

Miriam Moeller, University of Queensland

Dana L. Ott, University of Otago

Matevž Rašković, University of Technology Auckland

Sophie Hennekam, Audencia Business School

Timothy J. Vogus, Vanderbilt University

Joy E. Beatty, Eastern Michigan University

Judith Clair, Boston College

Business schools worldwide are reassessing their social purpose while increasingly recognizing that neurodivergence—including autism, ADHD, and dyslexia—affects a significant portion of the population, especially younger generations. Current systems often disadvantage neurodivergent learners and staff by privileging narrow forms of interaction while placing adaptation burdens solely on neurodivergent individuals.

This special issue reimagines how business schools can become genuinely neuroinclusive environments. Rather than focusing on accommodations alone, it invites contributions examining how neurodiversity enriches learning and knowledge creation. The call welcomes conceptual and empirical work from diverse theoretical perspectives and global contexts, particularly from scholars in disability studies, inclusive education, and critical management studies.

Appel publié par Academy of Management Learning and Education. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Neurodiversity in business school design and pedagogy
• Inclusive teaching practices and Universal Design for Learning
• Neuroinclusive curriculum and assessment methods
• Experiences of neurodivergent learners, academics, and professional staff
• Intersectionality of neurodiversity with gender, race, culture, and other identities
• Support systems and accommodations for neurodivergent individuals in higher education
• Transition experiences from secondary school to management education and into the workforce
• Staff training and institutional culture around neurodiversity
• Technology and artificial intelligence applications for neurodivergent learners
• Non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) perspectives on neurodiversity in education
• Social justice, DEI, and equity in business schools
• Neurotypicality assumptions and double empathy problem in management education
• Masking, disclosure, and psychological safety
• Employment outcomes and career readiness of neurodivergent graduates
• Co-occurring neurocognitive conditions and intersecting disabilities
• Leadership development and neurodiversity competencies
• Experiential learning and study abroad adaptations for neurodivergent students

Timeline

• May 13, 2026: Deadline for submitting proposals for optional professional development workshop in May 2026
• November 1, 2026: Submission window opens
• December 14, 2026: Submission window closes

Associate editors

• Katrin Mühlfeld, University of Trier
• María José Murcia, IAE Business School

Debora Gottardello, University of Edinburgh

Narda R. Quigley, Villanova University

Susanne M. Bruyère, Cornell University

Neurodivergent adults, including those with autism, ADHD, dyslexia, and dyspraxia, encounter systemic barriers in employment such as recruitment difficulties, limited career progression, and retention issues, often leading to underemployment and premature career exits. These challenges are structural rather than incidental, as many workplace practices adhere to neurotypical norms, viewing cognitive differences as liabilities instead of diverse strengths requiring adaptive practices. Efforts towards inclusion frequently focus on early-career hiring and a single diagnostic category, usually autism, neglecting mid and late-career trajectories and the multifaceted nature of disadvantage. Single-axis approaches may overlook how compounded inequalities manifest within organizational contexts.

Appel publié par Journal of Managerial Psychology. Lire l'appel complet sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Intersectional patterns of inclusion, retention, progression and wellbeing across early, mid and later career stages for ageing neurodivergent workers
• HR and line-management practices-recruitment, appraisal, promotion and leadership development; intersecting biases and evidence-based redesign for equity
• Intersectional experiences of neurodivergence at work (e.g., ethnicity, gender, sexuality, class, migration status, age)
• Physiological and health transitions in relation to neurodivergence (e.g., menopause, chronic conditions)
• Late/retroactive diagnosis, professional identity, disclosure and workplace support; trajectories, risks and career consequences
• Organisational culture, leadership and policy frameworks for neurodivergent inclusion, foregrounding intersecting identities and power dynamics
• Cross-cultural and non-Western perspectives, including decolonial approaches, highlighting how local norms and colonial legacies shape intersecting experiences of neurodivergence at work
• Comparative case studies of inclusion regimes and workplace adaptations across sectors and settings (including precarious/gig work), with attention to differential outcomes across intersecting identities
• Participatory and co-produced approaches that centre multiply marginalised voices, with ethics and accessibility designed for intersectional needs
• Sector-specific analyses (e.g., academia, public sector, technology, healthcare) specifying intersectional implications for policy and practice and for distinct workforce groups

Timeline

• January 3, 2026: Opening date for manuscripts submissions
• December 31, 2026: Closing date for manuscripts submission