We know professionalism matters at work. We want to do a good job, work well with others, and show our capability, trustworthiness and reliability. Professionalism influences how we are viewed by colleagues, managers and clients, and can shape our opportunities, career progression and whether our contributions are recognised.
However, there is no single, universally agreed definition of what it means to be professional.
In many workplaces, professionalism is shaped not only by expectations that are clearly communicated, but also by unwritten rules about how people should communicate, dress, participate in meetings, interact with colleagues and navigate workplace hierarchy.
A workplace code of conduct can help people understand what not to do but not some of the more nuanced hidden curriculum.
These expectations form part of what is often called the hidden curriculum: the unspoken rules that people are expected to know without being taught.
For many Autistic and neurodivergent people, an organisation's hidden curriculum can be confusing and difficult to navigate. This is because many hidden curriculum expectations rely on people noticing social patterns, reading between the lines, inferring what is expected from context and adapting their behaviour across different situations.
Workplaces often equate following the hidden curriculum with being professional. As a result, particular communication styles, social behaviours and ways of presenting oneself can be seen as signs of professionalism, even when they are not directly related to capability, performance or outcomes.
We're not questioning whether professionalism matters. It does.
The question is whether the standards we use to assess professionalism are genuinely related to capability and performance, or whether they reflect the hidden curriculum that is not explicitly shared, creating barriers for Autistic and other neurodivergent people.
Not all expectations are equal
To be clear, we are not suggesting that all expectations of professional behaviour should be questioned.
There are many workplace expectations that are entirely reasonable because they support effective work, positive relationships and organisational outcomes.
- Arriving on time for meetings shows respect for other people's time (or if late apologising achieves the same).
- Being prepared for a discussion helps teams make decisions and move work forward.
- Following through on commitments builds trust and reliability.
- Treating colleagues with courtesy and respect contributes to a positive workplace culture.
These behaviours have a clear connection to performance, teamwork and outcomes because failing to meet them can have an impact on colleagues, working relationships and organisational effectiveness.
Professionalism is often used to describe behaviours that go well beyond what is required to do a job effectively.
As a result, workplaces and leaders may value particular communication styles, social behaviours and ways of presenting oneself, even when they have little impact on capability, performance or outcomes.
- Asking clarifying questions may be seen as challenging authority (or not getting on with it) rather than seeking understanding. Interrupting because of enthusiasm, engagement or concern about forgetting an important point may be viewed as disruptive or disrespectful.
- Wearing clothing that supports sensory comfort may be seen as unprofessional.
- Choosing not to attend workplace social events may be interpreted as disengagement.
What makes these expectations even more difficult to navigate is that they are subjective and can be inconsistently applied. The same behaviour can be interpreted very differently depending on who displays it, who observes it, and the workplace in which it occurs.
A brief email, for example, may be viewed as efficient and decisive when sent by an Executive, but abrupt or unprofessional when sent by someone less senior. Challenging an idea may be praised as critical thinking in one context, yet viewed as disrespectful in another.
Expectations around personal presentation can be equally inconsistent. In some workplaces, wearing a hoodie and sneakers may signal expertise, creativity or innovation. In others, the same clothing may be viewed as unprofessional.
Similarly, choices that support a person's ability to work effectively, such as using noise-cancelling headphones, sunglasses or limiting participation in non-essential social activities, can be misinterpreted as a lack of professionalism, even when they have no impact on performance.
This highlights an important distinction. Expectations that support effective work, collaboration and outcomes have a clear purpose. Expectations based on personal preference, social convention or an organisation’s hidden curriculum are often far more subjective. Yet both are frequently grouped together when assessing professionalism.
When being professional becomes a barrier
Autistic people describe needing to carefully monitor and adjust communication, participation and behaviour in order to meet workplace expectations and be seen as professional.
This may involve:
- Spending extra time analysing emails to work out expectations that have not been stated clearly.
- Rehearsing or scripting conversations to reduce uncertainty and avoid being misunderstood.
- Avoiding asking clarifying questions because of concerns about appearing incapable or asking the "wrong" question.
- Forcing participation in social activities to be seen as engaged, approachable or part of the team.
- Suppressing behaviours that support regulation to avoid being viewed as distracting, unusual or unprofessional.
These strategies require considerable effort and energy. Instead of focusing their full attention on their work, people may find themselves dedicating significant mental effort to working out what is expected, avoiding mistakes and ensuring they don’t stand out.
This leaves less capacity to focus on their role, apply their skills and expertise, and achieve meaningful outcomes.
