Why apprenticeships work well for neurodiverse minds
Digital Marketing Modern Apprentice Lola Drummond reflects on her apprenticeship at Museums Galleries Scotland, sharing how it has provided a more practical, flexible, and rewarding learning environment compared to formal education as a neurodiverse individual.
As the Digital Marketing Modern Apprentice at Museums Galleries Scotland (MGS), I wanted to share my experience in my apprenticeship so far. As a neurodiverse individual with ADHD and Dyslexia, my apprenticeship has been a transformative experience. I’ve found this way of learning much more positive and enriching, compared to my time in school and college.
I’m going to explore how the learning environment at MGS has supported me and adapted to my needs so that I can develop new skills and knowledge with confidence.
Why apprenticeships stand out from formal education
An apprenticeship is a structured program that is designed to give individuals the knowledge, skills, and qualifications they will need for a specific job. It involves gaining hands-on experience through on-the-job training, while dedicating some time each week to working toward a qualification. Just like any other employee, an apprentice is part of the team and will be paid during the program, making it a practical and rewarding way to start a career.
My apprenticeship focuses on Digital Marketing within the heritage sector and is a SCQF level 6. I work four days a week. My typical week involves many different tasks such as:
- Updating and editing website content
- Creating, scheduling, and posting social media content across various platforms
- Creating and sending emails to the museum sector
- Progressing through chosen units for my qualification
- Joining team meetings and supporting my colleagues
These experiences allow me to develop a wide range of valuable skills while helping out the team.
How an apprenticeship changed my learning experience
Formal education in Scotland is a “one size fits all” approach. Learning in school is regimented. The focus is on passing exams. It’s designed for neurotypical brains. It often doesn’t unlock the potential in a neurodiverse individual and can leave them feeling overwhelmed and misunderstood.
When I started my apprenticeship, I felt that I’d found a learning environment that worked for me. One that was open to being flexible and person-centred. My manager is invested in understanding my learning style and adapting their approach and teaching methods to help me do well. Hands-on learning allows me to learn complex concepts and skills through practical tasks which I can apply to real life, instead of reading from a textbook. Having the opportunity to learn while working and earning, and the meaningful, practical setting of the apprenticeship feels very rewarding. I thrive when learning has a real-world purpose and feels connected to something worthwhile. Here, I am not only learning to prepare for a one-time exam, I’m applying my skills in a way that feels genuinely impactful.
MGS offers a flexible yet structured environment that formal education lacks. Being neurodiverse in a neurotypical world is known to cause fatigue. Hybrid and part-time working helps with this. My role being four days a week gives me a little extra time to recharge and come back with a fresh mind. The hybrid nature of the apprenticeship also supports me in pacing myself.
When I first saw the apprenticeship advertised two things initially stood out about the opportunity: the first was that the job advert specifically sought candidates with barriers to employment, explicitly stating that it didn’t require a graduate. This approach immediately resonated with me. The second standout moment was the interview process. The questions were given to me in advance, which is incredibly helpful for someone neurodiverse, and in fact for anyone. It allows you to prepare for and approach the conversation with confidence and fully demonstrate what ideas and experiences you can bring to the role.
Reflecting on my apprenticeship
As I reflect on my time in the role, I can say this apprenticeship suits the way I learn far better than traditional education. I’ve always found learning most enjoyable when it’s connected to a real purpose – something that feels worthwhile. This apprenticeship has given me that sense of purpose, and it’s made the process of learning so much more enjoyable and rewarding. This apprenticeship isn’t just about building my future, it’s about feeling valued and supported in the present. It has given me an environment where I can grow, contribute, and truly embrace the unique way I learn and work.
Neurodiverse people often face challenges in formal learning environments which can limit their ability to participate in the workforce to their full potential. An apprenticeship, tailored to an individual’s learning style can help to unlock these unique perspectives, creativity and problem-solving abilities that neurodiverse workers have to offer.