More Than Doing the Job: How ASD Can Affect Working Life in Macau

When we think about employment, we often focus on whether someone can do the tasks a job requires. However, one of the most striking things I learned while researching my Master's dissertation is that, for many people with ASD, the biggest barriers are not the tasks themselves. They are the unwritten social rules, the unexpected changes and the organisational demands that surround the work.

Here are four areas that the research highlights, along with some practical ideas.

1. Social interaction

Traditional hiring relies heavily on interviews, which depend more on social performance than on the ability to do a job. For young people with ASD, who may already experience social anxiety, interviews can be particularly overwhelming. Interestingly, one study found that when autistic candidates disclosed their diagnosis, interviewers generally evaluated them more positively, suggesting that awareness and transparency can help reduce bias.

Once in a job, workplace relationships can bring new challenges. Indirect communication, office small talk and unspoken expectations can all be difficult to interpret. One participant in a well-known study described not realising that her colleagues were commenting on how much pizza she ate at the office's weekly pizza day. It is a small example, but it shows how easily misunderstandings can happen.

2. Theory of Mind and the "double empathy problem"

Theory of Mind is the ability to understand our own thoughts and feelings as well as those of others. It plays a big role in teamwork, customer service and building relationships at work. Autistic researcher Damian Milton describes the "double empathy problem", which reminds us that misunderstandings go both ways: people with different ways of thinking can struggle to understand each other, and the responsibility does not lie with the autistic person alone.

3. Executive functioning

Executive functioning covers skills such as planning, organising, starting tasks and working memory. One study I found particularly helpful showed that participants with ASD took longer to start tasks, but once they began, they performed at a similar level to their peers. This suggests that simple prompts, checklists or clear starting cues could make a real difference in both school and the workplace.

4. Routine and focused interests

Many people with ASD value routine and predictability, so unplanned overtime or last-minute changes can cause real distress. On the other hand, focused interests and attention to detail can be genuine strengths in the right role. Some advocates describe this as "the autism advantage". With that said, other researchers remind us that not every autistic person shares the same strengths, and recommend an individual approach that recognises each person's unique abilities and needs.

What this means in practice

I also heard from a participant in Macau who had experienced a surprise timed test during a job interview, and she reflected on how overwhelming this could be for a candidate with ASD. Situations like this highlight how valuable it is to practise interviews, prepare for the unexpected and learn strategies for workplace communication before starting a job.

At SLEducation, I work one-to-one with teens and young adults on exactly these skills, from interview practice to understanding workplace social expectations.

This post draws on the literature review and interviews from my MA dissertation, "What are the Post-Education Career Opportunities and Challenges for Adolescents with Autism Spectrum Disorder (ASD) in Macau S.A.R, China?", submitted for the MA in Special and Inclusive Education at the University of Nottingham (2024). The research was carried out in 2024.