What can SNAC do for you?

SNAC (Supporting Neurodiversity at CERN) is an informal network, recognized by CERN, striving to provide guidance, help you better understand the support available at CERN and provide you with useful resources, collected over time by the members of the community.

We want to create a space where everyone can access information, share experiences if they choose, and navigate workplace wellbeing and inclusion in a respectful and supportive environment.

What does being Neurodivergent mean?

Neurodiversity describes the natural variation in how human brains work; it’s a broad term covering the full range of cognitive profiles.

Neurodivergent refers to individuals whose thinking and processing differ from the majority pattern (for example, autism, ADHD, dyslexia, dyspraxia, Tourette’s).

Neurodiverse is best used for a group that includes multiple neurotypes.

Understanding the terms matters because it supports respectful language and better access to support. Our “Explore more” page gives a concise overview and connects you with a short glossary.

“Isn’t everyone a bit Neurodivergent?”

It’s a phrase often said lightly, but it overlooks an important distinction. While everyone experiences moments of distraction, sensory discomfort, stress, or forgetfulness, neurodivergence refers to enduring patterns in how a person thinks, processes information, and interacts with the world — some of the patterns that are part of recognised neurodevelopmental differences are autism, ADHD, dyslexia, dyspraxia, or Tourette’s.

These profiles influence daily life in stable and meaningful ways, not just in occasional moments. Suggesting that “everyone is a little neurodivergent” can unintentionally minimise the lived experience of people whose cognitive differences shape how they learn, communicate, and navigate environments.

A more supportive approach is to recognise that while all humans vary, neurodivergent individuals may face specific challenges or barriers, as well as bring distinct strengths that are part of their cognitive identity and deserve acknowledgment, understanding, and appropriate support.

Neurodiversity in STEM

Many neurodivergent people bring strengths that can be highly valuable in scientific and technical environments. Differences in attention, communication, sensory processing, or learning can also come with creative thinking, strong pattern recognition, and the ability to generate original ideas — qualities noted in inclusive‑education guidance. For example, people with ADHD may show enhanced creativity, divergent thinking, flexibility under pressure, and hyperfocus on high‑interest tasks, which can support innovative, detail‑driven or fast‑paced work.

Creating supportive environments helps these strengths flourish. Practical adjustments — such as clearer written instructions, predictable routines, offering choice in communication formats, and access to low‑stimulus or quiet spaces — can reduce cognitive load and make collaboration smoother for everyone on a team, not just neurodivergent colleagues. These strategies are widely recommended in workplace inclusion materials.

Awareness initiatives such as Neurodiversity Celebration Week emphasise the importance of moving from awareness to action by recognising talents, reducing stigma, and building cultures that celebrate different ways of thinking. This is a useful moment each year to highlight strengths, share good practice, and support inclusive environments across educational, research, and organisational settings.

For a comfortable and fruitful work environment for all

• ASK what someone’s preferences are, e.g. regarding communication, schedules, tools
• Understand that each of us has a different “operating system”
  Choose easy-to-read fonts and colorblind-friendly color schemes
  Offer different options to communicate information (verbal, written, etc)
• Show curiosity instead of judgment