The lost potential of a skilled workforce

Why do so many women find their way into trades later in life and what does neurodiversity have to do with it?

In a recent blog, I talked about the enduring stereotype that routes “naughty boys” into the trades - boys who struggled in the classroom, acted out and didn’t “fit” the academic mould. The ones for whom construction, plumbing, mechanics, or engineering were positioned as fallback options in academia, not because of capability, but because of behaviour.

But what if that behaviour was a sign of something else? And what if this same pattern masked a different problem for girls?

ADHD, “bad behaviour,” and the construction pathway

There’s growing recognition that neurodivergent students, especially those with ADHD, often thrive in hands-on, practical environments where they can see, touch, and build their way to understanding. Construction, with its dynamic pace, problem-solving demands, and practical path between education and employment, can be a perfect fit.

In contrast, mainstream education still largely favours neurotypical learning: lecture-heavy instruction, long periods of concentration, and the skills needed to plan, revise, and sit exams. That environment isn’t just unsupportive for neurodivergent students; it can be exclusionary.

For many boys, disruptive classroom behaviour due to undiagnosed ADHD may push them out of academic tracks and into vocational ones. The stereotype of the “naughty boy” in construction may be simplistic, but it's rooted in a real pattern: behaviour problems get noticed. And for boys, that often leads to a pathway, whether chosen or steered, into trades.

The invisible girls

But here’s the thing: girls often experience ADHD differently.

Where boys might act out, girls are more likely to turn inward - daydreaming, distracted, struggling with focus or anxiety. These symptoms are quieter, less disruptive, and therefore more likely to be overlooked in the classroom. According to the ADHD Foundation, girls are typically diagnosed around age 17, 9 years later than boys. Many women don’t receive a diagnosis until their 30s or 40s, if at all.

That means they don’t get the support they need at school. And they often get funnelled into gendered career tracks such as beauty, childcare or admin. Not because they’re a better fit, but because they’re seen as more “appropriate.”

These women aren’t less capable. They’re just less seen.

Late diagnoses, later careers

In interviews I’ve done with women in trades, a theme keeps coming up: They didn’t go straight into construction, but once they got there, it felt right.

Some have self-identified as neurodivergent, and others say it makes sense, in hindsight, why they never felt quite right in a classroom. They were hands-on learners, bored by theory and good at solving problems under pressure. They liked variety, movement, and the satisfaction of building something real. But they didn’t get told those were strengths, and certainly did get told that construction and engineering were options.

Instead, they found their way into the industry later (sometimes decades later) through retraining, self-employment, or encouragement from peers.

What We're Missing

Suppose construction is a natural fit for many neurodivergent thinkers, especially those with ADHD. What does it say about our systems that so many people, especially women, never get the chance to try it?

It says we’re missing out.

On talent. On creativity. On diversity of thought. On women who are made for this work but were never invited in.

And it says that a one-size-fits-all education system, shaped by gendered expectations and outdated ideas of intelligence, is still shutting doors before some students even know they’re allowed to knock.

So what do we do?

At We Build Too, we believe in building better systems; systems that recognise that learning styles vary, that stereotypes shouldn't dictate pathways, and that success comes in many forms.

We want more women to find the trades before they’ve had to unlearn a lifetime of “you’re not that kind of person.”

We want more neurodivergent girls to be seen and supported, not overlooked. And we want to flip the script on what success looks like, who gets to hold the tools, and how we define value in work.

Join the Conversation

• Have you found your way into construction later in life?

• Have you been diagnosed, or self-identified, as neurodivergent and found that hands-on work suits you better?

• Do you work in education and want to open up more inclusive pathways?

We’d love to hear your story.

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If we want a workforce that reflects the real world, we have to stop shaping opportunity by who sits still the best.