Unit 1: Understanding neurodiversity in the policing context
Session 1: What is neurodiversity?
Purpose of this session
During this session you will develop your knowledge around the concept of neurodiversity, building to a practical understanding of how neurodiversity shows up in real people, in real situations, without labels.
Neurodiversity recognises that no two brains work in exactly the same way.
Some people experience the world in a different way due to differences in processing information and communication. Examples of these include:
- autism
- ADHD
- dyslexia
- dyspraxia
- Tourette syndrome
- other cognitive or processing differences.
People with these differences are often described as neurodivergent.
These differences are not illnesses or behavioural choices. They are natural variations in how the brain works.
Importantly:
- neurodivergence is often invisible
- many individuals do not have a diagnosis
- some choose not to disclose their differences
- some may not understand their own reactions under stress.
Video activity 1
The following video features Phillipa Unett, a representative from Chuckle Productions – a non-profit organisation that aims to support neurodiverse children and young people. As you watch it, make a mental note of how the points that Phillipa highlights are familiar to you in your work.
Next you will consider why an understanding of neurodiversity is important in policing.
Why neurodiversity matters in policing
Neurodiversity under pressure
When a person who is neurodivergent is in contact with the police, the encounter may involve:
- authority
- uncertainty
- sensory overload
- emotional stress
- time pressure.
For neurodivergent individuals, these conditions can amplify existing difficulties. This can lead to the person displaying behaviours that, to a police officer, may appear to be:
- unusual
- out of proportion
- evasive
- overly intense
- non-compliant.
Key point: Behaviour in these moments is often a stress response, not intent.
Recognising common indicators
Neurodivergent traits vary widely. However, you may observe patterns that suggest someone is processing the situation differently. Let’s consider some of the more common neurodivergent traits.
Common neurodivergent processing differences
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Process |
Common indicator to look for |
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Information processing
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Communication
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Sensory experience
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Emotional regulation
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Physical signs
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Although the list of indicators shown above is not exhaustive, it is common to see these signs of neurodivergence. In the following reflection activity, you will consider some typical policing scenarios where an officer or staff member may encounter a neurodivergent person.
Scenario considerations
Use your learning journal to consider the three scenarios below.
For all three pause and reflect on what you know now and how you might proceed:
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What actions or assumptions should you avoid in this moment?
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What do you think could be happening here?
Scenario 1: Street encounter – repetitive behaviour
While patrolling a street you notice a man pacing, avoiding eye contact and mumbling. When approached, he continues moving and doesn’t respond clearly.
What do you think could be happening here?
How will you response to this person’s actions? Pause and reflect on how you might proceed:
- What calm, low-pressure approach could help the individual feel less threatened?
- What actions or assumptions should you avoid in this moment?
Now you have worked through a reflective exercise, move onto the next scenario set in a police station and consider the same questions as you work through it.
Scenario 2: Custody suite – shutdown response
A young woman in custody initially appears calm. But when asked to remove her jewellery, she freezes, begins moving backwards and forwards, and stops responding.
What might be happening?
- Literal interpretation of the request or confusion over unfamiliar instructions.
- Sudden sensory overwhelm or emotional stress.
Pause and reflect:
- How could you rephrase or clarify your request in a more supportive way?
- What small changes in tone or pace might reduce anxiety?
- If someone becomes non-verbal, how could you still offer reassurance or check understanding?
Not all contact with the public is face-to-face. Consider this scenario and answer the questions below.
Scenario 3: Contact centre – escalating call
A man repeatedly calls about the same issue, speaking rapidly and in detail. When interrupted, he becomes upset and says, ‘You’re not listening to me again!’
What might be happening?
- Repetitive speech as a coping strategy or attempt to stay regulated.
- Difficulty following conversational turns or interruptions.
- A strong need for reassurance, clarity or routine.
Pause and reflect:
- How can you show that the caller is being heard while guiding the conversation effectively?
- What phrases or structure might reduce tension and build trust?
Reflective activity
Using your learning journal, think back to a time when someone’s behaviour in a public interaction seemed intense, confusing or overly anxious.
Is it possible that neurodivergence played a part?
This reflection is about opening up new ways to understand and respond.
Video activity 2
Now that you’ve thought about these scenarios, watch this video in which a police officer from Staffordshire talks about what signs and behaviours they look for when approaching someone who may be neurodivergent. How does their answer compare to the indicators that you’ve identified?
How neurodivergent traits can lead to a stress response
When a person is neurodivergent, their brain may process information, communication and sensory input differently. In policing environments, which are often fast‑paced and high‑pressure, this sensory overloading can quickly become overwhelming for the person.
Some individuals may need extra time to understand or respond to what is being said. If instructions are given to them quickly, repeated in different ways or delivered all at once, they may struggle to keep up. They may freeze rather than ask you for clarification. This can appear as silence, delayed responses or confusion.
Communication differences can also play a role in how a neurodivergent person in processing information. They may take language very literally, struggle to understand tone or implied meaning, or repeat words or questions. Repetition can be a coping strategy for neurodivergent individuals, helping them regulate emotions, process information and create a sense of predictability during stress.
Many neurodivergent people are also more sensitive to their surroundings. Noise, bright lighting, physical touch or close proximity to another person can all contribute to making them feel overwhelmed by the situation.
Neurodiversity: myths, reality and why it matters for officers
Next, let’s have a look at some of the myths that are sometimes associated with neurodiversity. You may recognise some of these, from your own experiences or through conversations with others.
Myth: Neurodivergent behaviour means someone is being difficult or disrespectful.
Reality: Behaviour that seems unusual is often a stress or processing response.
Why this matters: Misreading behaviour increases the risk of unnecessary confrontation, escalation and use of force.
Myth: Silence, avoidance or delayed responses mean non‑compliance.
Reality: These can be signs of overwhelm, processing delay or shutdown.
Why this matters: Escalating force or pressure during a shutdown can increase distress and reduce cooperation, making situations harder to manage safely.
Myth: Repetition, pacing or agitation signals threat.
Reality: These behaviours are often self‑regulation strategies used to cope with stress or sensory overload.
Why this matters: Interpreting self‑regulation as aggression may lead to premature restraint or control tactics, increasing risk to officers and the individual.
Myth: You need a diagnosis before adapting your approach.
Reality: You don’t need to label or diagnose – just observe and respond to what’s happening in front of you.
Why this matters: Early, flexible adjustments support calmer interactions and better decision‑making under pressure.
Myth: Adjusting your communication reduces authority or control.
Reality: Clear, calm and consistent communication improves understanding and compliance.
Why this matters: Better communication supports safer outcomes, reducing distress which will lead to fewer complaints and stronger professional judgement.
Key message: Recognising neurodivergent stress responses helps you make more accurate decisions, de‑escalate earlier, and reduce risk – protecting both officer safety and public confidence.
Gaining a deeper understanding of how to identify and communicate with a neurodivergent person during your police duties is not about:
- diagnosing members of the public
- excusing criminal behaviour
- lowering professional standards.
But it is about:
- interpreting behaviour more accurately
- choosing safer, calmer responses
- preventing avoidable escalation.
Reflective activity: Interpretation and first impressions
Take a few minutes to reflect on the questions below and record your thoughts in your learning journal.
Think about how you usually decide what someone’s behaviour means during an interaction whilst you are on duty. Write a few lines relating to each of these questions below. They’re not a test; they’re intended to help you think more clearly about neurodiversity and your role in policing.
- What behaviours do you personally find most difficult to interpret or tolerate under pressure (for example silence, repetition, avoiding eye contact, pacing or emotional reactions)?
- In the past, what explanations have you tended to default to for these behaviours (e.g. defiance, intoxication, lack of cooperation)?
- Having completed this session, what alternative explanations might you now consider?
Now reflect on your role:
- How might your first interpretation of behaviour influence the tone, speed or direction of an interaction?
- What risks are created if stress responses are misread as intent or attitude?
Finally, think ahead:
- What is one behaviour you will consciously pause before judging in future interactions?
- How might that pause change the outcome for the individual – and for you?
- This reflection is not about changing what you do immediately, but about changing how you interpret behaviour before making decisions.
Key takeaways
- Behaviour that seems unusual may simply reflect someone processing the world differently.
- Recognising possible neurodivergent traits can help you de-escalate situations before they become serious.
- Remember, you don’t need to label or diagnose, just stay open to adapting your approach.