Astutis' Approach to Supporting Neurodivergent Learners and Accessibility

An estimated 15–20% of the UK population is neurodivergent. That’s roughly one in seven people whose brains process information differently — whether through dyslexia, ADHD, autism, dyspraxia or another cognitive variation. For anyone responsible for workforce training, that statistic isn’t a footnote. It’s a design brief.

Yet traditional health and safety training hasn’t always kept pace. Rigid classroom schedules, dense text-heavy slides and one-size-fits-all delivery still dominate the sector. The result? Learners who could thrive with the right support are left to struggle in silence — with 76% of neurodivergent employees choosing not to disclose their condition at work, often for fear of being misunderstood.

At Astutis, we believe accessibility isn’t a bolt-on. It’s a design principle. Here’s how we put that belief into practice across our online learning platform.

Why Does Accessible Training Matter for Health and Safety?

Accessible training matters because every learner deserves the opportunity to build competence and confidence, regardless of how they process information. The World Economic Forum’s Future of Jobs Report 2025 predicts that 59% of the global workforce will require training by 2030, with neurodivergent workers disproportionately represented among those at risk of being left behind. Meanwhile, the City & Guilds Neurodiversity Index 2025 found that 89% of organisations adopting neuroinclusive practices reported improved morale and engagement across their entire workforce — not just among neurodivergent staff.

The business case writes itself. But beyond that, there’s a practical truth that anyone working in occupational safety will recognise: if a learner can’t meaningfully engage with their training, the training hasn’t done its job. Compliance boxes may get ticked, but competence doesn’t follow.

Who Benefits from Accessible Course Design?

The short answer: everyone. Accessible design started as a way to support specific groups — neurodivergent learners, those with sensory impairments or physical disabilities — but its benefits reach much further. Consider the new parent studying for their NEBOSH General Certificate between night feeds, with one hand free and half their usual concentration. Or the site supervisor completing modules on a patchy mobile connection in a portacabin. Or the non-native English speaker working through technical safety legislation for the first time.

These are situational and temporary accessibility needs, and they’re far more common than most training providers acknowledge. When we design for the margins, we improve the experience for the middle.

How Does Astutis Design Courses for Neurodivergent Learners?

Our approach is woven into the fabric of our online courses rather than layered on top. Several core design decisions reflect this:

Typography and readability. We use Montserrat, a clean sans-serif font recommended for neurodivergent readers, across our online course platform. Content is spaced into digestible chunks using carousels, lightboxes and page breaks — so learners are never confronted with a wall of text. Language is kept plain and clear enough for non-native speakers too.

Audio and video support. Video content includes captions or synchronised on-screen text, supporting deaf and hard-of-hearing learners as well as those studying in noisy environments. Audio voiceover — a feature specifically requested by dyslexic learners through our feedback channels — provides an alternative route through the material. Short video segments are particularly effective for learners with lower attention spans, delivering information in focused, manageable bursts.

Visual learning and colour accessibility. Research consistently shows that neurodivergent learners, including those with ADHD, tend to engage more deeply with visual content. Our courses convert data-heavy topics into simple infographics and diagrams. We also consider colour-blindness throughout our palette — using icons and text labels alongside colour to ensure nothing is communicated through colour alone.

Flexible pacing and navigation. This is where online learning genuinely sets itself apart from classroom and virtual classroom delivery. Our online courses allow learners to replay content, skip sections they’ve already mastered, download course notes for offline study and pause at any point. Lessons are deliberately kept short, so each session doesn’t demand hours of sustained concentration. The interface stays consistent throughout — a light, modern UI that doesn’t overwhelm or change unexpectedly.

These aren’t luxury features. For a learner with ADHD managing their focus in bursts, or someone with dyslexia processing information through audio rather than text, they’re the difference between passing and falling behind.

What Makes Online Learning the Most Accessible Format?

Classroom and virtual classroom training both have their strengths. Some learners thrive on real-time interaction and the structure of a set timetable. But when it comes to accessibility and flexibility, online learning offers advantages that other formats simply can’t match.

In a classroom, the pace is set by the group. If you need more time with a concept or find a particular session draining, there’s no pause button. Virtual classrooms replicate many of the same constraints, just through a screen. Online courses remove that pressure entirely. You choose when you study, for how long, and in what order. You can revisit a tricky module at midnight or spend ten minutes on a quiet lunch break — whatever works for your brain, your schedule and your energy levels.

For neurodivergent learners especially, that level of autonomy isn’t just convenient. It’s often essential.

How Does Astutis Balance Accessibility with Practical Design?

We’re transparent about this: no single course design can meet every individual’s needs perfectly. Imagery that’s sometimes recommended for neurodivergent audiences — bright primary colours, for instance — can be problematic for colour-blind learners. Designing for one group can occasionally create friction for another.

Our approach is to design for as many learners as possible within each course, taking multiple accessibility factors into consideration simultaneously. Where we can’t accommodate every need within the course itself, we provide alternative resources — downloadable notes, audio alternatives and a flexible platform that lets learners shape the experience to suit them.

That honesty matters. Accessibility isn’t a problem you solve once and move on from. It’s an ongoing commitment to listening, testing and improving. We actively use learner feedback to refine our courses, and the features you see today — like audio voiceover — exist because learners told us they were needed.

How Can You Get Started with Accessible Health and Safety Training?

If you’re looking for health and safety qualifications that work around your life rather than the other way round, our online courses are designed with exactly that flexibility in mind. Whether you’re studying for NEBOSH, IOSH Managing Safely or an ISEP sustainability qualification, the same accessibility principles apply across the Astutis platform.

Explore our full range of online courses and find the qualification that fits your goals, your schedule and the way you learn best. If you’d like to discuss which course is right for you, our team is always happy to help.