Emergency Care through a Neurodivergent Lens: A Radiographer’s Research Journey

Ben Potts, a diagnostic radiographer and part-time doctoral researcher, shares how his PhD is tackling inequalities in emergency care for autistic, AuDHD and ADHD adults, and how clinical practice, lived experience, and research can enrich one another. Ben is also a 150Leaders alumnus.

I’m a diagnostic radiographer working in X-ray at a major trauma centre and a part-time doctoral researcher. My PhD research, the NEEDs (Neurodivergent patient Experience of Emergency Departments) Project, explores the emergency department experiences of autistic, ADHD, and AuDHD adults, aiming to develop actionable recommendations for more accessible and neurodivergent-friendly emergency care.

This project means a great deal to me, not just as a researcher, but as an AuDHD person myself. Emergency departments can be overwhelming for anyone, but for neurodivergent individuals, the sensory, communicative, and procedural demands often result in significant distress, missed care opportunities, or potentially, complete avoidance in the future. Despite growing awareness, these inequalities remain under-researched, particularly for autistic, ADHD, and AuDHD adults without learning disabilities, whose needs are often masked and invisible.

The NEEDs project places lived experience at its centre. It is participatory, co-produced, and collaborative. Autistic, ADHD, and AuDHD people are involved throughout as co-researchers and equal partners. It is also grounded in the everyday realities of NHS care. I split my time between academic research and clinical radiography, with much of my practice based in emergency X-ray. I regularly see the pressures faced by both patients and staff and the difference small, thoughtful adjustments can make. This unique position allows me to view the barriers faced by neurodivergent patients through professional, personal, and conceptual lenses.

Balancing these two roles isn’t always easy. Shifting between the fast-paced, unpredictable environment of clinical work and the reflective, analytical work of academia demands a great deal of cognitive energy. As an autistic person, those transitions can be particularly challenging. My brain often needs time to recalibrate between contexts, and that space isn’t always easy to find. However, I’m extremely lucky to be supported by understanding and compassionate teams on both sides. My research supervisors and advisors understand and, not only respect, but affirm my neurodivergence and the value it brings. My clinical managers see the importance of embedding my research in practice and are instrumental in making the dual role work.

I’m acutely aware that my position is unusual. Although there is widespread advocacy for integrating research into clinical practice, this vision remains largely unrealised, particularly in radiography. I know only a very small handful of people who have been successful in finding the combination of a supportive clinical role and the funding for part-time research. I believe we urgently need clearer, more sustainable pathways for embedding research roles into early clinical careers. There is a rich seam of knowledge held by clinical staff that could, and should, be informing the direction of research and building the evidence that they go on to base their practice on.

The NEEDs project is not only about gathering much-needed data, though that is essential. It is about taking action and changing systems. It’s about using evidence, lived experience, and frontline insight to build a more equitable model of emergency care. And, for me, it’s about demonstrating that we do not have to choose between being a clinician or a researcher. With the right support, it is possible to build careers that embrace and celebrate both.