As Apprenticeship Week shines a spotlight on early careers and skills development, it’s becoming increasingly clear that apprenticeships are more than an alternative route into work. For many young people — particularly neurodivergent young people — they are a natural and often more effective pathway into meaningful employment.

Over the past week, I’ve been exploring why apprenticeships matter, how they align with neurodivergent ways of learning, and what employers can do to make them genuinely inclusive. This article brings those threads together, alongside key trends shaping the future workforce.

Apprenticeship Trends: What’s Changing?

Apprenticeships in the UK are continuing to evolve. Recent data shows a rise in apprenticeship participation, particularly at higher levels, reflecting a broader shift towards skills-based routes into employment. Apprenticeships are increasingly seen not just as entry-level roles, but as credible, structured development pathways that combine learning with real-world experience.

At the same time, organisations are operating in a labour market shaped by skills shortages, retention challenges and changing workforce expectations. In this context, apprenticeships are becoming a strategic investment — not just in filling roles, but in developing long-term talent.

Why Apprenticeships Often Work Well for Neurodivergent Learners

Although neurodivergence is rarely broken out explicitly in apprenticeship statistics, research and practice suggest that a significant proportion of apprentices may be neurodivergent — diagnosed or otherwise.

One reason apprenticeships can be such a good fit is not just how learning is structured, but how progress is assessed.

Traditional academic routes often rely heavily on high-pressure examinations:

• assessing learning in a single moment in time

• prioritising memory recall

• rewarding performance under exam conditions

For many neurodivergent learners, this does not reflect their true ability or understanding.

Apprenticeships, by contrast, allow learning to be demonstrated:

• over time

• in real working contexts

• through practical application

• via different forms of evidence, including written, verbal and creative expression

This more holistic approach aligns far more closely with how many neurodivergent brains process, apply and retain information — and it allows confidence to build alongside competence.

The Transition Gap: From Education to the Workplace

Many neurodivergent young people begin to develop an understanding of how they learn and process information during their education — although for many, this insight is still incomplete or unsupported.

However, even when that understanding exists, it does not automatically translate into the workplace.

Workplaces introduce a new and often unspoken set of demands:

expectations that are implied rather than explicit

• boundaries that vary depending on context

• unwritten social rules and workplace norms

• meetings, feedback and communication styles that differ significantly from education

This transition can be challenging for most apprentices, but for neurodivergent individuals it can significantly impact confidence, regulation and performance if support is not proactive and intentional.

Top 5 Ways to Support Neurodivergent Apprentices

Supporting neurodivergent apprentices doesn’t require perfection or specialist expertise. It does, however, benefit from a personalised, proactive approach that focuses on clear communication, structure, and recognising individual strengths. Small, thoughtful changes can have a significant impact on confidence, performance and retention.

1. Reinforce verbal communication with clear written support

Many neurodivergent people find it difficult to process and retain verbal instructions alone — particularly in busy, unfamiliar or high-pressure environments.

Where possible:

be direct and explicit, avoiding assumptions, idioms or “reading between the lines”

• follow up verbal instructions with written summaries, bullet points or checklists

• use simple tools such as task lists, shared documents or visual prompts

A helpful principle is the “rule of three”:
say it, write it down, and check understanding.
This reduces cognitive load and removes unnecessary anxiety about getting things wrong.

2. Tailor reasonable adjustments to the individual

Neurodivergence is not one-size-fits-all. What supports one apprentice may not support another.

Rather than making assumptions, create space to understand:

• how the individual works best

• what environments support focus and regulation

• what drains energy or confidence

This might include:

• sensory adjustments (quieter spaces, noise-cancelling headphones, lighting changes)

• flexibility around breaks, start times or task sequencing

• assistive tools such as digital planners, reminders or text-to-speech software

Tools like a one-page profile or workplace adjustment passport can be helpful starting points — but the conversation matters more than the form.

3. Provide clear routines, structure and predictability

Many neurodivergent apprentices benefit from knowing what to expect, when and why.

Helpful approaches include:

• agreeing a clear daily or weekly structure

• breaking larger tasks into smaller, manageable steps

• being explicit about deadlines and priorities

• giving advance notice of changes, such as meetings, new tasks or disruptions to routine

Predictability reduces anxiety and supports executive function — freeing up energy for learning and performance.

4. Create a psychologically safe and inclusive culture

Apprentices are still learning how workplaces work — and neurodivergent apprentices may have spent years masking or feeling “out of place”.

Supportive cultures are those where:

• asking for help is normalised

• differences are understood, not judged

• mistakes are treated as part of learning

Regular, informal check-ins — short, warm and consistent — help build trust. Encouraging apprentices to share what supports them (and believing them when they do) creates a foundation for confidence and growth.

5. Take a strengths-based, confidence-building approach

Too often, support focuses solely on what someone finds difficult. A neuroinclusive approach actively looks for — and uses — strengths.

This might involve:

• aligning tasks with areas of natural ability (e.g. deep focus, pattern recognition, creativity, problem-solving)

• involving the apprentice in shaping how they work and learn

• being thoughtful and prepared when giving feedback, including:

  • setting clear agendas for meetings

  • explaining what feedback is for

  • being specific, kind and constructive

When apprentices feel seen for what they bring, not just what they struggle with, confidence and motivation increase — and so does retention.

A Changing Workforce Mindset: Retention Matters More Than Ever

Another important shift shaping apprenticeships and early careers is a change in how young people view work.

Today’s workforce — particularly those aged 16–24 — are far more likely to change roles early in their careers than previous generations. Staying in one role for decades is no longer the norm. Instead, many young people prioritise:

• meaningful work

• opportunities for growth

• supportive environments

• alignment with values

From a business perspective, high turnover is costly — recruitment, onboarding and training all require significant time and investment.

So rather than constantly replacing talent, there’s a powerful opportunity here:
to design workplaces where people want to stay.

Workplaces that:

• recognise individual strengths

• provide clarity and support

• value difference rather than conformity

• and actively invest in early-career development

are far more likely to retain skilled, motivated and loyal employees.

Neuroinclusive practices don’t just support individuals — they support organisational sustainability. In a future where a growing proportion of the workforce will identify as neurodivergent (diagnosed or otherwise), being proactive rather than reactive is not optional. It’s essential.

Final Thought

Apprenticeships are not just about skills or qualifications. They are about confidence, belonging and creating environments where people can learn, contribute and grow.

By understanding neurodiversity and designing workplaces that support difference from the very start, organisations don’t just support apprentices — they future-proof their workforce.