{"id":54939,"date":"2025-10-13T09:51:11","date_gmt":"2025-10-13T09:51:11","guid":{"rendered":"https:\/\/www.clevry.com\/?p=54939"},"modified":"2025-10-23T12:52:05","modified_gmt":"2025-10-23T12:52:05","slug":"research-neurodiversity-experiences-of-online-psychometric-assessments","status":"publish","type":"post","link":"https:\/\/www.clevry.com\/en\/blog\/research-neurodiversity-experiences-of-online-psychometric-assessments\/","title":{"rendered":"Research: Neurodiversity &amp; Experiences of Online Psychometric Assessments"},"content":{"rendered":"\n<p><strong>How do neurodivergent candidates experience online psychometric assessments compared to their neurotypical peers?<\/strong>&nbsp;<\/p>\n\n\n\n<p>This was the question driving our latest piece of research carried out by academics and industry experts in psychometrics. With <a href=\"https:\/\/www.clevry.com\/en\/platform\/\">online assessments<\/a> now a staple of hiring and development processes, ensuring they are fair, inclusive, and accessible is critical for both employers and candidates.<\/p>\n\n\n\n<p>The findings may surprise you. While there were concerns that neurodivergent candidates might face greater barriers, the research found far more similarities than differences. That doesn\u2019t mean employers can sit back, though, it points instead to the importance of individualised support and thoughtful test design.<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<figure class=\"wp-block-image size-large\"><img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"535\" src=\"https:\/\/www.clevry.com\/wp-content\/uploads\/Neurodiversity-a-Experiences-of-Online-Psychometric-Tests-1024x535.png\" alt=\"Neurodiversity a Experiences of Online Psychometric Tests\" class=\"wp-image-54940\" srcset=\"https:\/\/www.clevry.com\/wp-content\/uploads\/Neurodiversity-a-Experiences-of-Online-Psychometric-Tests-1024x535.png 1024w, https:\/\/www.clevry.com\/wp-content\/uploads\/Neurodiversity-a-Experiences-of-Online-Psychometric-Tests-300x157.png 300w, https:\/\/www.clevry.com\/wp-content\/uploads\/Neurodiversity-a-Experiences-of-Online-Psychometric-Tests-150x78.png 150w, https:\/\/www.clevry.com\/wp-content\/uploads\/Neurodiversity-a-Experiences-of-Online-Psychometric-Tests-768x401.png 768w, https:\/\/www.clevry.com\/wp-content\/uploads\/Neurodiversity-a-Experiences-of-Online-Psychometric-Tests.png 1200w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Why this research matters<\/strong><\/h2>\n\n\n\n<p>Psychometric assessments are used widely in recruitment, from graduate schemes to senior hiring. They\u2019re valued for their ability to provide objective insights into reasoning skills, personality, and workplace behaviours. But for neurodivergent candidates, such as those with conditions like ADHD, autism, or dyslexia, questions have long been raised about whether these tools truly provide a level playing field.<\/p>\n\n\n\n<p>Until now, there\u2019s been limited evidence exploring how different groups actually experience these assessments in practice, especially in their online format. This research addresses that ga<\/p>\n\n\n\n<p class=\"has-text-align-center\"><\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>The research at a glance<\/strong><\/h2>\n\n\n\n<p>The project combined three studies, each taking a different angle:<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Study 1 (quantitative, 314 participants):<\/strong> Compared test performance, time taken, ease of use, mood, and behaviours between neurodivergent and neurotypical individuals.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Study 2 (qualitative, 23 participants):<\/strong> Used focus groups to explore first-hand experiences of completing online assessments, looking at barriers and support needs.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Study 3 (mixed methods, 56 participants):<\/strong> Examined how design features of situational judgement tests (SJTs), such as question format and scenario length, shaped the candidate experience.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>The sample included both neurodivergent and neurotypical candidates, with the most common neurodivergent conditions being ADHD\/ADD and autism. A steering committee of neurodiversity specialists provided oversight throughout.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Key findings<\/strong><\/h2>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>1. Few performance differences between groups<\/strong><\/h4>\n\n\n\n<p>Across cognitive reasoning and personality tests, performance was broadly similar. In fact, there were no differences in performance in relation to verbal and abstractive reasoning, and only very small differences in relation to numerical reasoning. In some cases, neurodivergent participants actually completed tests more quickly than neurotypical peers, for example in numerical and abstract reasoning. This challenges assumptions that all neurodivergent individuals necessarily need extra time.<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>2. Mood differences were more marked<\/strong><\/h4>\n\n\n\n<p>Neurodivergent individuals tended to report lower mood both before and after taking assessments, even though the assessments themselves didn\u2019t significantly worsen mood. This highlights the importance of recognising baseline differences in candidate experience, which may be amplified in high-stakes selection contexts.<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>3. Test design matters for everyone<\/strong><\/h4>\n\n\n\n<p>Across groups, candidates raised similar concerns:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Timed tests created stress and anxiety.<\/li>\n\n\n\n<li>Complex or ambiguous questions caused comprehension difficulties.<\/li>\n\n\n\n<li>Visual and platform features affected engagement.<\/li>\n\n\n\n<li>Practice materials and preparatory resources were seen as valuable.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>While these themes weren\u2019t unique to neurodivergent candidates, the research suggests that they may feel the effects more acutely, especially when faced with unclear or unnecessarily complex test design.<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>4. Preferences in Situational Judgement Tests (SJTs)<\/strong><\/h4>\n\n\n\n<p>Candidates generally preferred shorter, contextualised scenarios. Response format preferences were mixed: some favoured \u201cmost\/least\u201d style questions, others preferred rating scales. Neurodivergent candidates broadly shared these views, though some groups (e.g., autistic and dyslexic participants) found highly hypothetical scenarios more demanding.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-align-center\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>What this means for employers<\/strong><\/h2>\n\n\n\n<p>For HR leaders, recruiters, and hiring managers, the takeaway is clear: <a href=\"https:\/\/www.clevry.com\/en\/resources\/psychometric-test-for-recruitment-guide\/\">psychometric tests<\/a> are not inherently exclusionary. In fact, best practice design and administration already goes a long way toward inclusivity. However, there are important refinements and considerations:<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Don\u2019t assume one-size-fits-all adjustments.<\/strong> Offering blanket accommodations (e.g., automatically giving 25% extra time) may not actually support neurodivergent candidates, and may even miss the point. Instead, ask candidates what they need and offer flexibility.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Design with clarity and accessibility in mind.<\/strong> Reduce unnecessary complexity, avoid ambiguous wording, and ensure platforms are visually engaging without being distracting.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Provide preparation and feedback.<\/strong> Access to practice tests, clear instructions, and post-assessment feedback helps all candidates feel supported, not just neurodivergent ones.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Recognise the role of stress and context.<\/strong> This study took place in a low-stakes environment. In real selection processes, pressure is higher. Employers should consider how test design and communication can reduce anxiety.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Lessons learned from the research<\/strong><\/h2>\n\n\n\n<p>While the findings are encouraging, the researchers emphasised several lessons for future work:<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Neurodivergence is complex.<\/strong> Many individuals reported multiple diagnoses, making it harder to neatly categorise groups. This reflects real life but complicates research comparisons.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Sample size matters.<\/strong> Some conditions, such as dyslexia, were harder to recruit for and therefore under-represented in Study 1. Although Studies 2&amp;3 improved on this, further work with larger samples is needed.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Collaboration works.<\/strong> Having a steering committee of neurodiversity and psychometric experts enriched the research, improving recruitment and shaping study design, whilst keeping the needs of neurodivergent individuals at the forefront of everything we did.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>What\u2019s next?<\/strong><\/h2>\n\n\n\n<p>The project doesn\u2019t end here. The researchers plan to:<\/p>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Expand studies into high-stakes contexts<\/strong> (e.g., actual recruitment processes), where pressure and anxiety may affect outcomes more significantly.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Investigate test time accommodations<\/strong> more rigorously, to replace arbitrary \u201cextra time\u201d rules with evidence-based guidelines.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Deepen understanding of specific conditions<\/strong>, such as dyslexia, and how they interact with different types of assessments.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Develop policy guidance for organisations<\/strong>, helping HR and talent teams apply these insights in practice.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>These steps will ensure psychometrics continue to evolve as inclusive, evidence-based tools for assessing talent.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Final thoughts<\/strong><\/h2>\n\n\n\n<p>The key takeaway, that neurodivergent and neurotypical candidates experience online psychometrics more similarly than differently, should be reassuring to employers. It suggests that well-designed assessments are not inherently biased against neurodivergent individuals.<\/p>\n\n\n\n<p>But this doesn\u2019t mean the job is done. Employers must still take responsibility for offering candidate-centred experiences, asking individuals what support they need, and ensuring assessments are as fair and clear as possible.<\/p>\n\n\n\n<p>Ultimately, inclusivity in assessment isn\u2019t about treating everyone the same. It\u2019s about recognising differences, listening to candidates, and creating processes that allow all individuals to demonstrate their true abilities. That benefits not just neurodivergent candidates, but every organisation looking to hire the best talent.<\/p>\n\n\n\n<p class=\"has-text-align-center\"><\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><strong><em>As part of the Digital Futures at Work Research Centre (Digit), this work was supported by the UK Economic and Social Research Council [grant number ES\/S012532\/1], which is gratefully acknowledged.<\/em><\/strong><em>&nbsp;<\/em><\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><br><\/p>\n","protected":false},"excerpt":{"rendered":"<p>How do neurodivergent candidates experience online psychometric assessments compared to their neurotypical peers?&nbsp; This was the question driving our latest piece of research carried out by academics and industry experts in psychometrics. With online assessments now a staple of hiring and development processes, ensuring they are fair, inclusive, and accessible is critical for both employers [&hellip;]<\/p>\n","protected":false},"author":9,"featured_media":54940,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[178],"tags":[],"class_list":["post-54939","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-neurodiversity"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How do neurodivergent candidates experience psychometric tests?<\/title>\n<meta name=\"description\" content=\"Research Paper: How do neurodivergent candidates experience online psychometric assessments compared to their neurotypical peers?\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.clevry.com\/en\/blog\/research-neurodiversity-experiences-of-online-psychometric-assessments\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How do neurodivergent candidates experience psychometric tests?\" \/>\n<meta property=\"og:description\" content=\"Research Paper: How do neurodivergent candidates experience online psychometric assessments compared to their neurotypical peers?\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.clevry.com\/en\/blog\/research-neurodiversity-experiences-of-online-psychometric-assessments\/\" \/>\n<meta property=\"og:site_name\" content=\"Clevry\" \/>\n<meta property=\"article:published_time\" content=\"2025-10-13T09:51:11+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-10-23T12:52:05+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.clevry.com\/wp-content\/uploads\/Neurodiversity-a-Experiences-of-Online-Psychometric-Tests.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1200\" \/>\n\t<meta property=\"og:image:height\" content=\"627\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Clevry\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Clevry\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/www.clevry.com\/en\/blog\/research-neurodiversity-experiences-of-online-psychometric-assessments\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/www.clevry.com\/en\/blog\/research-neurodiversity-experiences-of-online-psychometric-assessments\/\"},\"author\":{\"name\":\"Clevry\",\"@id\":\"https:\/\/www.clevry.com\/en\/#\/schema\/person\/7f50285b59250270bffaa823e3d39cfc\"},\"headline\":\"Research: Neurodiversity &amp; 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