Supporting Neurodiverse Junior Doctors: Challenges, Strategies, and Policy Implications for Inclusive Medical Training.

Neurodiversity encompasses natural variations in brain function, including autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and dyspraxia. These differences influence cognitive processing, communication, and sensory perception, shaping how individuals engage with demanding clinical environments. In medicine, junior doctors face intense workloads and high emotional demands, which may amplify difficulties associated with neurodivergent traits. This editorial highlights the challenges experienced by neurodiverse junior doctors and reflects on the need for inclusive clinical and educational practices. Drawing on professional guidance from bodies such as the General Medical Council and the National Institute for Health and Care Excellence (NICE), this article discusses systemic gaps in recognition, limited accommodations, and persistent stigma within medical training. It emphasizes practical strategies, including structured mentorship, predictable scheduling, assistive technologies, and organizational awareness programs, and underscores institutional responsibilities and policy implications. By adopting inclusive frameworks aligned with established professional standards, healthcare organizations can better support neurodiverse clinicians, improve retention, and enhance patient-care quality.