The War on “Lazy”: How Ableist Productivity Culture Harms Neurodivergent People

Bridgette Hamstead

The concept of laziness is deeply embedded in modern society, used as a moral judgment against those who do not conform to traditional standards of productivity. In a world that idolizes the grind, measures worth by output, and equates busyness with value, those who struggle to fit into rigid productivity models are often stigmatized. For neurodivergent individuals, particularly those with ADHD and autism, this ableist framework not only misrepresents their abilities but also actively harms their mental health, self-worth, and economic security. The war on "lazy" is a war on neurodivergence itself, reinforcing barriers that exclude and devalue those who operate outside neurotypical productivity norms.

At the core of hustle culture is the belief that hard work and perseverance alone determine success. This ideology disregards structural inequalities, disability, and the diverse ways in which people process information, manage time, and engage with tasks. Neurodivergent individuals often face unique challenges with executive functioning, sensory regulation, and energy fluctuations. Autistic people may experience burnout from overstimulation or struggle with transitions between tasks, while those with ADHD may find it difficult to sustain focus on work that does not provide immediate dopamine rewards. Yet, instead of recognizing these differences and adapting work and educational systems to be more inclusive, society labels neurodivergent individuals as lazy, unmotivated, or lacking discipline.

One of the most damaging aspects of productivity culture is its emphasis on speed and efficiency. Many workplaces prioritize rapid task completion and constant availability over thoughtful, deep work, making it difficult for neurodivergent employees to thrive. Autistic individuals, for example, may excel in pattern recognition, problem-solving, and innovative thinking but struggle with fast-paced, high-pressure environments that demand constant multitasking. ADHD individuals may produce exceptional work in bursts of hyperfocus but find it difficult to maintain a steady, linear workflow. These natural variations in work style should be accommodated, yet instead, they are pathologized as inefficiencies that need to be corrected.

The education system similarly reinforces these ableist productivity standards. Schools emphasize compliance, standardized testing, and rigid schedules that often fail to accommodate neurodivergent learning styles. ADHD students, who may require movement to focus or need alternative learning methods, are frequently disciplined for their inability to sit still or complete assignments in a prescribed manner. Autistic students, who may require different communication methods or sensory accommodations, are often placed in restrictive settings that prioritize conformity over genuine learning. By treating neurodivergent processing styles as deficiencies rather than differences, the education system conditions young neurodivergent people to see themselves as inherently flawed, setting the stage for a lifetime of struggling against an unaccommodating society.

The psychological toll of ableist productivity culture is immense. Many neurodivergent individuals internalize the belief that they are lazy or incompetent, leading to deep-seated shame, anxiety, and depression. Masking—suppressing natural neurodivergent traits to appear more neurotypical—is a common survival strategy in workplaces and schools but comes at a high cost. Constantly forcing oneself to adhere to neurotypical expectations leads to exhaustion, burnout, and a diminished sense of self-worth. The fear of being perceived as lazy compels many neurodivergent individuals to push themselves beyond their limits, often resulting in cycles of extreme productivity followed by debilitating burnout.

This toxic productivity mindset is further reinforced by capitalist ideals that equate human value with economic output. Those who cannot maintain consistent employment due to executive dysfunction, sensory sensitivities, or burnout are frequently denied financial stability and social respect. Disability benefits and workplace accommodations remain difficult to access, often requiring neurodivergent individuals to prove their struggles in ways that exacerbate their challenges. The expectation that people must be "productive members of society" to deserve basic dignity is a fundamental injustice that disproportionately harms neurodivergent people and others with disabilities.

Reframing success outside of traditional productivity models is essential for a more inclusive society. Rather than measuring worth by hours worked or tasks completed, workplaces and institutions should recognize diverse ways of thinking, learning, and contributing. Implementing flexible work structures, allowing for task-based rather than time-based evaluations, and creating environments that support neurodivergent needs can lead to more sustainable and fulfilling professional and educational experiences. For example, remote work, project-based evaluations, and asynchronous communication can provide neurodivergent individuals with the autonomy to work in ways that align with their cognitive styles. Similarly, educational models that emphasize strengths-based learning rather than rigid performance metrics can empower neurodivergent students to succeed on their own terms.

Challenging the stigma around so-called "laziness" requires a broader cultural shift. Society must recognize that differences in motivation, attention, and energy regulation are not moral failings but natural variations in human neurology. Rest should not be seen as a reward for productivity but as a fundamental right. Self-care, accommodations, and alternative ways of working should not be framed as special privileges but as necessary components of an equitable society. Embracing neurodiversity means acknowledging that traditional productivity norms are neither universal nor objective measures of human worth.

The war on "lazy" is ultimately a war on those who do not conform to narrow, ableist definitions of success. It is time to dismantle the systems that perpetuate these harmful narratives and build a world that values all ways of thinking, creating, and contributing. Neurodivergent individuals deserve environments that recognize and celebrate their unique strengths rather than punishing them for existing outside the neurotypical mold. By rejecting hustle culture and embracing neurodiversity-affirming models of work, education, and success, we can create a society where everyone is given the opportunity to thrive on their own terms.