Neurodiversity in the Veterinary Profession: A Comprehensive Review

Introduction

Neurodiversity refers to the natural variation in neurocognitive functioning among humans. This includes individuals with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, dyspraxia, and other neurodevelopmental differences. In recent years, there has been a growing recognition that neurodiversity is essential to diversity and inclusion within professional fields, including veterinary medicine. It is estimated that roughly 1 in 7 people (about 15% of the population) are neurodivergent. Even in a relatively small profession like veterinary medicine, it is a “statistical certainty” that many veterinarians and veterinary students are neurodivergent.

However, historically, the veterinary sector has had limited awareness and supportive infrastructure for neurodiversity, and individuals who think or communicate differently often face stigma or pressure to “mask” their differences to fit in.

This report explores neurodiversity in the U.S. veterinary profession (encompassing students and practitioners), summarizing academic research, industry reports, and professional articles. Key findings and trends are highlighted, including the challenges neurodivergent individuals encounter in veterinary education and practice, their strengths, current support systems, and initiatives, and calls for institutional change to foster a more inclusive environment.

General neurodiversity is the focus, but studies on specific conditions (like autism or ADHD) within veterinary medicine are included when they illustrate broader themes. The goal is to provide a clear and comprehensive overview of how neurodiversity is being understood and addressed in veterinary medicine and what further progress is being advocated.

Neurodiversity in Veterinary Education (Students)

Neurodivergent students make up a notable subset of veterinary trainees. A 2024 Journal of Veterinary Medical Education study noted that approximately 10% of undergraduate students are neurodivergent. These students often possess unique strengths (for example, strong pattern recognition, creativity, and focus on special interests) but also face distinct challenges in the demanding environment of veterinary school. The veterinary curriculum’s intense workload, unpredictable schedules (e.g., emergency duties or variable cases), and the high level of interpersonal communication required in clinical training can be especially challenging for students with differences in executive functioning or social communication. Additionally, clinical rotations and externships that occur off-campus (away from university support services) add another difficulty for some neurodivergent students. These factors can exacerbate stress and may require specific accommodations or support strategies to ensure neurodivergent students thrive.

Current Support and Accommodations: A recent survey of all UK veterinary schools (conducted in 2022) provides insight into how institutions support neurodivergent veterinary students. While this study focused on UK schools, many themes likely resonate in U.S. veterinary programs. The survey found that “most veterinary schools provide some degree of support for neurodivergent individuals, but the support varies widely.” For example, 4 of the 8 UK vet schools surveyed offered specific support to neurodivergent students during the admissions process (such as at open house events or after students received an offer of admission), with one school even offering a special summer program to help incoming neurodivergent students acclimate. Five of the eight schools reported providing accommodations or adjustments during clinical rotations and extramural studies (internships) for neurodivergent students in line with each student’s disability support plan.

Despite these supportive measures, the authors note that current support “could, and should, be increased to improve the student experience.” They facilitated a roundtable of educators and experts to brainstorm best practices, and several consistent recommendations emerged. Key suggested enhancements included creating a more supportive environment that empowers students to disclose their neurodivergence (so they can receive help without fear of stigma), providing neurodiversity-awareness training for faculty and clinical supervisors, offering clear guidelines on reasonable accommodations during clinical placements, improving orientation and support during clinical rotations, and giving students access to a neurodiversity mentor or coach. Implementing these changes would harness the “power of neurodiversity” in the learning environment, allowing the unique talents of neurodivergent students to flourish while mitigating unnecessary difficulties.

It is worth noting that neurodivergent students often bring valuable strengths to their veterinary education. Their intense focus on areas of interest, attention to detail, creativity in problem-solving, and strong memory are assets in learning and clinical problem-solving. However, without proper support, these students may struggle with things like time management, organization of heavy course loads, sensory overload in busy teaching hospitals, or anxiety in high-stakes communication tasks (such as clinical exams or client interactions). Personal accounts illustrate this balance of high ability and challenge – for instance, one veterinary student with high-functioning ADHD described excelling intellectually yet struggling with written tasks and consistency until she received a proper diagnosis and accommodations, which significantly improved her academic experience. This underscores the importance of early recognition and support. Many neurodivergent students may not even know they are neurodivergent until college or later; not understanding one’s neurocognitive profile can make it harder to cope with challenges. Once identified, interventions like counseling, medication (if appropriate), academic accommodations (e.g., extra time on exams, flexible assignment deadlines), and skill-building can markedly improve outcomes.

In summary, veterinary schools are beginning to recognize neurodiversity within their student bodies and to implement support, but there is room for growth. The trend in veterinary education is toward greater inclusion: encouraging students to seek help without shame, training educators to understand neurodiversity, and adjusting rigid aspects of training to be more flexible. This not only helps neurodivergent students succeed academically and clinically but also enriches the learning environment for all students by normalizing different ways of thinking and problem-solving. As one article noted, inclusive educational practices that embrace neurodiversity ultimately “harness the unique talents” of these students, allowing them to thrive and contribute maximally to the veterinary profession.

Neurodiversity in Veterinary Practice (Professionals)

As neurodivergent students graduate and enter the workforce, the veterinary profession is increasingly grappling with how to support neurodiverse veterinarians and veterinary team members. A growing body of research and commentary sheds light on the experiences of neurodivergent veterinarians in practice, the challenges they face, and the benefits they bring to the field.

Prevalence and Profiles: While exact numbers in the U.S. veterinary workforce are not yet well-established, it is clear that many veterinarians identify as neurodivergent. A 2025 survey-based study by Tucker-Retter and Westermeyer focused on veterinarians with neurodevelopmental differences (“neuro minorities”) practicing in specialty fields (board-certified specialists) and current veterinary residents. Among 215 respondents (162 specialists and 53 residents, primarily in the U.S.), ADHD was by far the most common neurodivergent profile – about 73% of those surveyed reported having ADHD, followed by autism spectrum conditions (among others). Many respondents had only discovered or formally diagnosed their neurodivergence well into their careers, which they reported as a challenge; lack of early awareness meant they did not understand why specific tasks were complex for them and could not seek accommodations or coping strategies until later.

The study found distinct patterns in the challenges reported by different neurotypes: veterinarians with ADHD consistently reported difficulties with executive functioning (e.g., organizing tasks, managing time, completing records on time), whereas autistic veterinarians were more likely to report challenges with social interactions and the effort of “masking” (i.e., hiding autistic traits to appear neurotypical) in the workplace. Both groups noted that the demanding nature of veterinary training and practice – long or irregular hours, multitasking, and high client-service expectations – could exacerbate their difficulties. Importantly, many also felt that the impact of their neurodivergence on their work became more significant over time. For instance, as one’s career progresses into roles with greater administrative burdens or complex team management, an unrecognized ADHD trait might increasingly hinder performance if no support exists.

Despite the challenges, neurodivergent veterinarians emphasize the meaningful strengths they bring to their work. In Tucker-Retter et al.’s survey, respondents highlighted positive attributes like empathy, creativity, attention to detail, and strong observational skills as part of their neurodivergent identity. These strengths can be directly beneficial in veterinary contexts – for example, attention to detail is crucial in surgical and diagnostic work, creative thinking can aid in research or solving tricky medical cases, and deep empathy can enhance client communication and animal care. Many neurodivergent vets take pride in these cognitive differences once they are recognized. The survey’s overarching conclusion was a call for greater awareness and acceptance of neurodiversity within the profession and a better understanding of the unique challenges neurodivergent vets face over their careers. In other words, there is a need to move away from viewing traits like ADHD or autism solely as “impairments” and instead to create a professional culture that values different thinking styles and proactively supports individuals in areas of difficulty.

Mental Health and Workplace Well-being: One area of active research is the mental health of neurodivergent veterinarians, particularly autistic vets, in the workplace. A 2023 study published in Veterinary Record examined the mental well-being and psychosocial working conditions of autistic veterinary surgeons in the UK. Eighty-five autistic veterinarians were surveyed using standardized mental wellness scales and an assessment of workplace conditions. The results were striking: on average, autistic vets reported significantly lower mental well-being than both the general population and their non-autistic veterinary peers.

Moreover, their self-reported psychosocial work environment was markedly worse than the norms for vets and other workers, indicating they often experience poor job-related support and conditions. Crucially, the researchers found that differences in workplace factors (like job demands, control over one’s work, clarity of role, and support from colleagues) accounted for 44% of the variance in the veterinarians’ mental well-being scores. Two factors – “control” (the amount of autonomy and influence vets felt they had in their day-to-day work) and “role” (clarity in job expectations and responsibilities) – were identified as significantly impacting well-being. Autistic vets who had more control over how they worked and a more precise definition of their role tended to have better mental health. The authors concluded that “work design centered on the enhancement of control and role clarity would likely support mental well-being in this population.” This underscores that workplace accommodations for neurodivergent professionals go beyond discrete aids; they extend to broader organizational practices like giving employees more say in their workflows and ensuring they are not placed in confusing or constantly changing roles without guidance. While this study was UK-focused, the findings are likely relevant in the U.S., given similar high-pressure work environments. It provides an evidence-based rationale for employers to consider job restructuring as an accommodation for neurodivergent vets, which could improve individual well-being and retention (since poor mental health is linked to veterinarians leaving the profession).

Stigma and Disclosure: A recurring challenge for neurodivergent veterinarians is whether to disclose their neurodivergence at work. Many remain “in the closet” about their autism, ADHD, or other conditions due to fear of stigma or differential treatment. In a session at the 2022 Atlantic Coast Veterinary Conference, Dr. Erika Lin-Hendel (a veterinarian and PhD who is autistic and dyslexic) noted that neurodiverse veterinary professionals often struggle with the decision to disclose “because of stigmas or biases that may surround it, as well as a need to feel accepted and safe at work.” Put, workplace culture plays a considerable role. If the clinic or hospital environment is not seen as understanding or supportive of neurodiversity, individuals will hide their differences, which can lead to stress and burnout from masking. Dr. Lin-Hendel gave a personal example: being both Asian-American and autistic, she found that being direct in communication (a style typical of her neurotype) was sometimes poorly received due to others’ unconscious biases, and disclosing her autism to colleagues sometimes worsened the situation due to prejudice. As a result, she felt pressure to continuously “navigate social situations as a matter of survival” to keep her job. This anecdote illustrates the pervasive impact of bias, rather than the onus being solely on neurodivergent individuals to adapt; it calls into question how well veterinary workplace cultures understand and accommodate neurocognitive differences.

Surveys of the broader veterinary profession echo that discrimination is an issue for those who are neurodivergent or otherwise disabled. The British Veterinary Association’s 2021 discrimination survey found that vets with a disability (a category that includes many neurodivergent conditions) were nearly three times more likely to report experiencing discrimination in their workplace compared to vets without a disability.

Perhaps most concerning, the discrimination most frequently came from colleagues or line managers rather than clients. This indicates that internal culture and peer attitudes can be a bigger barrier than external factors. Neurodivergent vets have reported feeling misunderstood by colleagues – for example, an autistic vet might be seen as “aloof” or “odd” by coworkers who misinterpret differences in social style, or a vet with ADHD might be labeled “disorganized” or “irresponsible” if they struggle with specific administrative tasks, rather than being recognized for their efforts and provided with help. Such experiences can discourage individuals from staying in particular workplaces or professions. It also reinforces why many choose not to disclose their neurodivergence; without disclosure, however, they are less likely to receive formal accommodations.

Strengths and Contributions: Balanced against the challenges is a strong recognition that neurodivergent professionals contribute enormously to veterinary medicine in an inclusive environment. The strengths associated with neurodivergence can align nicely with veterinary work. For instance, autistic individuals have exceptional attention to detail, high reliability in following protocols, and the ability to identify patterns or anomalies that others might miss. ADHD can confer high energy, adaptability, creativity, and the capacity to “hyperfocus” on interesting problems, which can be invaluable during emergencies or complex cases.

Dyslexic thinkers often excel in visual-spatial reasoning, which can be advantageous in surgery or diagnostic imaging. Indeed, it is frequently noted that many neurodivergent individuals have a strong affinity for animals – some autistic people find working with animals more comfortable than working with people, leading them to veterinary careers, and their bond with animals can enhance patient care. A Vet Times editorial pointed out that given proper support, neurodivergent individuals with a passion for animals “could make a significant contribution to your team.” The business and innovation case is also highlighted: diverse thinking can lead to more innovative problem-solving and a “more dynamic, effective and harmonious workplace” overall. In other words, embracing neurodiversity is not just about helping those individuals – it stands to benefit colleagues, clients, and animal patients through improved teamwork and service.

When supported, neurodivergent veterinarians often become highly dedicated team members. Dr. Hendel noted that “neurodivergent individuals are incredibly loyal to spaces where they feel supported”—likely because they were not supported in many previous environments (university or prior jobs). Practices that try to accommodate and value neurodiverse staff tend to reap the rewards of that loyalty through lower turnover and a cohesive team.

Support Systems and Initiatives for Inclusion

In response to grassroots advocacy and top-down diversity and inclusion efforts, several support systems and initiatives have emerged to make veterinary medicine more welcoming to neurodivergent individuals, from professional organizations’ programs to workplace guidelines to peer support networks.

Professional Association Initiatives: The American Veterinary Medical Association (AVMA) has begun explicitly including neurodiversity in its diversity, equity, and inclusion (DEI) programming. In 2022, the AVMA (in partnership with the Veterinary Medical Association Executives) launched the “Journey for Teams” program – a series of online learning modules for veterinary teams covering DEI topics. In March 2024, a new module titled “Neurodiversity: Foster an Extraordinary Workplace” was released. Presented by veterinary social worker Dr. Jennifer Brandt, this 15-minute video module highlights the benefits and strengths that neurodivergent individuals bring to the profession and encourages viewers to “lead with curiosity” rather than view differences as disabilities. It breaks down common misconceptions about autism, ADHD, dyslexia, and other forms of neurodivergence – for example, explaining that individuals with dyslexia often have excellent visual-spatial skills (functional in surgery), and those with ADHD usually excel in creativity and innovative problem-solving. The module also offers practical tips for employers and colleagues: reviewing clinic intake forms and job descriptions to ensure they use inclusive language, offering multiple modes of communication, adjusting lighting/sound/equipment settings in clinics to be more sensory-friendly, and otherwise modifying the workplace to reduce sensory overload and confusion for neurodivergent team members. These suggestions align with universal design principles – changes that help neurodivergent individuals but can benefit everyone. The AVMA’s effort to provide free or low-cost educational resources on neurodiversity is a positive step in raising awareness across the profession.

At the AVMA Convention in 2024, neurodiversity was also on the agenda. A continuing education session entitled “Recruitment and Retention: Neurodiverse Individuals Are Valuable Members of the Veterinary Team” offered guidance on recruiting, hiring, and supporting neurodivergent employees. The presenters (Dr. Debra Nickelson and Dr. Erika Hendel) emphasized that overcoming ableism in the workplace is critical – they noted that ableism (the prejudice that assumes something is “wrong” with disabled/neurodivergent people that must be fixed) still exists in veterinary medicine and can hinder neurodiverse team members. They advocated shifting the mindset from seeing neurodivergence as a “disability” to seeing it as a difference or even an asset. On the practical side, they recommended that clinics adopt equitable and inclusive hiring practices: for instance, include a diversity and inclusion statement in job postings, use clear and straightforward language about job duties (focusing on skills rather than personality traits), and offer alternate application methods if needed. Even minor adjustments – such as providing interview questions in advance, offering the option of a video or phone interview (instead of only in-person), and asking structured, open-ended questions – can make the interview process more accessible to neurodivergent candidates. Once hired, neurodivergent employees benefit from a thoughtful onboarding process (clear instructions, a buddy system for questions, etc.) and a proactive workplace culture where accommodations are offered. The AVMA session highlighted examples of reasonable accommodations that veterinary workplaces can consider: modified work hours or schedules (to avoid overload or accommodate focus patterns), adjustments to the workspace (e.g., providing a quiet area or noise-canceling headphones, reducing clutter or fluorescent lighting), modifications of job tasks to leverage strengths, and flexibility with leave or break times to manage mental well-being. Managers were encouraged to maintain an open dialogue, regularly “check in” with all team members about the sensory environment and workflow, and make necessary adjustments. Normalizing such conversations and practices can prevent minor issues from becoming big problems and signal to neurodivergent staff that they are valued. The key is creating a “user-friendly collaboration” between employer and employee rather than burdening the neurodivergent person to ask for help.

Beyond the AVMA, other veterinary groups have also pushed neurodiversity onto the agenda. The British veterinary community (which often shares knowledge with the U.S.) has been active: The Royal College of Veterinary Surgeons (RCVS) launched a Neurodiversity Hub with resources, and the charity Vetlife (with support from a Zoetis Foundation grant) ran an award-winning neurodiversity awareness campaign in 2024 featuring blogs by neurodivergent vets and educational materials. These resources provide employers and employees with insights on topics like disclosing neurodivergence at work, legal rights to accommodations, and first-hand stories of neurodivergent veterinarians. While these specific campaigns are UK-based, their content is globally accessible and has also been noted by veterinary professionals in the U.S. The broader veterinary community is moving toward acknowledging that neurodiversity exists in its ranks and that active steps are needed to support it.

Institutional Policies and Legal Protections: In academic veterinary medicine, the Association of American Veterinary Medical Colleges (AAVMC) has affirmed neurodiversity as part of its diversity mission. For instance, AAVMC’s Principles of Inclusion specifically name “neurodiversity” alongside race, gender, disability, etc., as characteristics that should not face prejudice or discrimination in veterinary education. This signals veterinary schools that accommodating neurodivergent students is part of their DEI mandate. Legally, in the U.S., conditions like ADHD, ASD, dyslexia, and others can be considered disabilities under the Americans with Disabilities Act (ADA) if they substantially limit major life activities; thus, veterinary employers (and universities) must provide reasonable accommodations. However, many neurodivergent individuals do not consider themselves “disabled” per se and may choose not to disclose their condition formally. They are not required to divulge diagnoses to employers. The onus is, therefore, on institutions to cultivate an environment where people feel safe to self-identify and request any needed accommodations without fear of judgment. Ensuring compliance with legal obligations (like non-discrimination and accommodations) is the minimum; forward-thinking practices aim higher, towards what one author called “systemic inclusion,” meaning the workplace is universally designed to be inclusive of all neurotypes by default. This might include, for example, clear communication protocols that benefit everyone, flexibility in how work can be done, and zero tolerance for workplace bullying or microaggressions related to cognitive differences.

Peer Support and Community: On a grassroots level, neurodivergent veterinary professionals have formed communities to support each other. Online groups such as “Neurodiverse Vets” on Facebook (which has hundreds of members) provide a forum to share experiences, advice, and encouragement among veterinary surgeons, nurses, and students who identify as neurodivergent. In addition, the Veterinary Medical Association for Neurodiversity (VetMAD) and other emerging networks aim to advocate for neurodivergent representation in the field. Mental health organizations like Not One More Vet (NOMV), while not exclusively focused on neurodiversity, are cognizant of the overlap – many neurodivergent individuals struggle with mental health due to stress and masking, so NOMV’s resources (such as support groups, mentoring, and counseling grants) have been utilized by neurodivergent vets. The presence of high-profile neurodivergent veterinarians speaking up (such as Dr. Hendel, Dr. Carrie Jurney of NOMV, and others) also helps reduce stigma by putting a face to neurodiversity in vet med and showing that one can be both a successful veterinarian and openly neurodivergent.

Challenges and Calls for Institutional Change

Despite progress, significant challenges remain in fully integrating neurodiversity into the veterinary profession. The literature and professional discussions point to several recurring themes that constitute calls for change:

• Reducing Stigma and Changing Culture: Perhaps the most fundamental change is culture. The profession needs to continue shifting from a deficit-based view of neurodivergence (seeing only “disorder” or “problem”) to a strengths-based and acceptance-based view. This means tackling unconscious bias and promoting celebratory and empowering language when discussing neurodiverse colleagues. For example, instead of chastising a staff member for poor time management in record-keeping with “What is wrong with you? You cannot finish your paperwork on time,” a manager could ask, “How can we improve our system to help get the records done?”. This subtle shift reframes the issue as a shared problem to solve rather than a personal failing and invites practical solutions (maybe the vet needs speech-to-text software for records or an allocated admin time free of interruptions). As Dr. Lin-Hendel put it, the goal is “shifting from pathologizing to celebrating [and] recognizing the special abilities that we all have.” Achieving this requires education of the neurotypical majority about what neurodiversity means and visible commitment from leadership in clinics, universities, and organizations to valuing cognitive diversity. Some veterinary workplaces are beginning to incorporate diversity training that specifically mentions neurodiversity, which can help dispel myths (for instance, clarifying that neurodivergent individuals can be excellent communicators or leaders, even if their style differs from the norm).

• Encouraging Disclosure Through Safe Environments: Many experts call for creating environments where neurodivergent individuals feel empowered to disclose their needs. Disclosure should not be met with pity or skepticism but with a collaborative attitude to make appropriate adjustments. One recommendation is that veterinary schools and employers proactively signal their openness, for example, by stating in orientation or job onboarding materials that the institution welcomes neurodiverse individuals and will gladly discuss accommodations confidentially. When neurodivergent people do disclose, it is essential to respect their privacy and only share information on a need-to-know basis to prevent gossip or stigma. A supportive disclosure environment was explicitly recommended in the veterinary education context (so students can get help early), and the same principle extends to the workplace. This also means training supervisors and faculty: if a student tells a clinical instructor they have ASD or ADHD, the instructor should know how to respond positively and adjust teaching tactics rather than, say, dismiss the disclosure or assume incompetence.

• Formalizing Accommodations and Flexibility: Veterinary medicine has traditionally been a high-pressure, “one-size-fits-all” field – long hours, exacting standards, and an expectation that everyone can handle everything. There is a clear call to introduce more flexibility and formality around accommodations. On the education side, this might mean offering options like extended time for tests, alternative assignment formats (for a dyslexic student who might prefer oral exams, for example), or allowing earplugs in dissection labs for a student with sensory sensitivities, for clinical rotations and internships, having a written guideline for accommodations (as suggested by Pickles et al.) can help standardize support – e.g., allowing a student to do a rotation in two shorter blocks instead of one long stretch if needed for mental health, or providing a clear point of contact for any issues that arise during placements off campus. In workplaces, accommodations can include those mentioned earlier (flexible scheduling, assistive technology, modified duties, etc.). Many of these have minimal or no cost – one article noted that most adjustments “cost nothing to implement” aside from some time to educate staff. The payoff, however, is significant in employee productivity and retention. Instituting a process for requesting accommodations (similar to human medicine or corporate structures) could benefit veterinary employers. For instance, a clinic could designate an HR representative or manager to handle accommodation requests, ensuring they are met consistently rather than ad hoc.

• Mentorship and Mental Health Support: Several sources highlight the value of mentorship and targeted support for neurodivergent vets and students. A mentor or coach who is either neurodivergent or trained in neurodiversity can help individuals navigate challenges. The JVME survey recommended “student access to a neurodiversity mentor/coach” as a best practice for vet schools. Professional organizations or alumni networks might consider establishing mentorship programs pairing neurodivergent early-career vets with more experienced colleagues who can guide career development, disclosure decisions, and coping strategies in practice. Additionally, given the mental health strain documented among neurodivergent vets, providing robust mental health services is crucial. Employee assistance programs, veterinary mental health hotlines, and organizations like NOMV play a role here. In the future, we may see specialized support groups (virtual or local) specifically for veterinarians with ADHD, autistic veterinarians, etc., to share tailored advice.

• Policy and Advocacy: On an institutional level, continued advocacy is needed to embed neurodiversity into the broader diversity and inclusion agenda. This might include veterinary licensing boards ensuring that their processes (like licensing exams or continuing education requirements) are accessible to neurodivergent professionals or veterinary conferences providing accommodations such as quiet rooms or color-coded badges to indicate if a person is okay with social interaction (an initiative some scientific conferences have adopted for autistic inclusion). Veterinary associations could develop guidelines or white papers on neurodiversity inclusion, as they have for wellness and gender/racial diversity. The fact that the AVMA and AAVMC have started to acknowledge neurodiversity is encouraging, but maintaining momentum will require continued research (to provide data-driven recommendations) and voices from the neurodivergent community in leadership roles.

In conclusion, the conversation around neurodiversity in veterinary medicine is rapidly evolving. Over the past few years, what was once a rarely discussed topic has become a subject of research studies, conference talks, and organizational initiatives. The key trends indicate a shift towards recognizing that neurodivergent veterinarians and students are “different, not deficient” – and that by embracing these differences, the profession can become more innovative, resilient, and equitable. Still, challenges like stigma, inconsistent support, and rigid institutional cultures must be addressed. By implementing recommended changes – from minor tweaks in communication to broad policy reforms – veterinary education and practice can move toward a model where all brain types are valued. One veterinary author wrote, “By recognizing and supporting neurodiverse individuals, veterinary practices can cultivate a more dynamic, effective, and harmonious workplace, benefiting both their staff and the animals in their care.” The journey to full inclusion is ongoing, but it is clear that neurodiversity is now firmly on the radar of the veterinary profession.

REFERENCES

1. Tucker-Retter, E. K., & Westermeyer, H. D. (2025). Experiences and occupational self-efficacy of neurominorities in specialty veterinary medicine: Challenges, solutions, and recommendations for progress. Veterinary Ophthalmology.

2. Pickles, K. J., & Hollis, A. R. (2024). Support for neurodivergent students in veterinary education – Part 1: Current practice and roundtable discussion of recommendations. Journal of Veterinary Medical Education.

3. Smits, F., Houdmont, J., Hill, B., & Pickles, K. (2023). Mental wellbeing and psychosocial working conditions of autistic veterinary surgeons in the UK. Veterinary Record, 192(2), e2151.

4. Lamb, T. (2024). Neurodiversity in the veterinary industry. Veterinary Practice. Retrieved from https://www.veterinary-practice.com

5. Lederhouse, C. (2024). Difference, not disability: Supporting neurodivergent veterinary team members. AVMA News. Retrieved from https://www.avma.org/javma-news

6. American Veterinary Medical Association (AVMA). (2024). Curiosity can lead to discovery: Embracing neurodiversity. AVMA @Work Blog. Retrieved from https://www.avma.org/resources-tools/diversity-inclusion

7. Yankowicz, S. (2022). Celebrating neurodiversity in veterinary teams. DVM360 Magazine. Retrieved from https://www.dvm360.com

8. Clarke, P. (2021). Neurodiversity in the profession. Vet Times. Retrieved from

   https://www.vettimes.co.uk