Five ways your business can reduce presenteeism in the workplace

Is presenteeism counterproductive? In this article, we look at five key ways organizations can reduce the impact of presenteeism, also exploring the wider benefits on workplace culture and staff satisfaction.

5 mins read
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8 months ago

There is no doubt that absenteeism – regular, unplanned staff absences – is bad for business. But what most employers don’t often realize is that the opposite, referred to as presenteeism, can be just as harmful to your workplace.

What is presenteeism?

Presenteeism is often cited as one of the biggest threats to workplace productivity. It is the phenomenon of employees turning up to work when they are not fully fit, either physically or mentally, and thus performing below their optimal level. These individuals are trying to fulfill their jobs, but due to health problems or other circumstances, can’t work at full capacity.

It can have negative consequences for both the individual and the organization, such as reduced productivity, lower quality of work, increased stress, and higher health risks.

There are various factors that cause presenteeism, such as excessive workload, job insecurity, lack of sick leave, or a culture that rewards long hours and discourages taking breaks. Without a clear separation between work and home – further exacerbated by the introduction of hybrid working – professionals may find it difficult to disconnect and set clear boundaries.

This lack of separation can lead to longer working hours, increased workloads, and, most importantly, difficulty in taking breaks or even time off.

How to tackle presenteeism in your workforce

So, how do you spot the signs of presenteeism, and how do you broach the subject tactfully among your workforce? Here are five ways to banish presenteeism for good:

Recognize the symptoms

Employees with health problems, especially those related to mental health, often feel an inability to disclose their feelings to their manager. At the same time, those in managerial positions are rarely trained to effectively support employees who are struggling.

It’s essential that managers are educated to some degree to be able to notice when employees are showing signs of stress or mental health problems. Not only that, managers need to feel confident and equipped to have open and supportive conversations with employees about their health and overall satisfaction levels while at work.

With almost three in five employees saying they would take less time off work if their employer enhanced the health and wellbeing services available to them, this evidence supports the value of reviewing existing policies and practices. Work-life balance, menopause support, and an ‘open-door’ policy all help build a culture that prioritizes people.

Evaluate your well-being policy

Professionals will often still come to work if they are experiencing long wait times for a doctor’s appointment or if they are unable to get an appointment outside of working hours. This not only impacts the recovery time but can also lead to a build-up of stress while waiting to be seen or awaiting the results of a diagnosis. Ill health, such as colds and coughs, can also be quickly spread around the workplace.

A strategic well-being policy that offers appropriate support can help reduce the impact of presenteeism. Programs that promote good mental, physical, financial, and social health can help prevent illnesses and reduce the impact of long-term conditions. Whether it's discounts to be used on fitness equipment, access to yoga classes, or mental well-being initiatives, a clear plan to help employees can lead to a happier and healthier workforce.

Lead by example

If managers go to work when they are ill, their teams are likely to feel they have to do the same. Leaders need to set a good example and stay at home when they are unwell – especially given flexible working policies are now fully implemented.

Presenteeism often occurs when employees feel they can’t afford to take time off due to heavy workloads, upcoming deadlines or not wanting to burden their colleagues with their absence. It’s important that managers know how much work employees have on, so they are able to help manage it.

Holding frequent one-to-ones or team meetings can help highlight if employees are in need of any support – be it with their work or well-being. This should help reduce any work-related stress and promote healthy working practices to those making a return to work after a prolonged absence.

Clear communication of company culture

Clarify with your workforce about where the company stands on employees coming into work ill, also ensuring a sickness reporting procedure is outlined.

Clearly define and communicate your policies, such as sick pay and time off allowances, and allow employees to ask any questions they may have. It’s also important to communicate the impact that unwell employees coming into work can have on fellow employees, customers, and the wider business.

When you’re clear on where the company stands when it comes to illness and working patterns, employees will feel comfortable staying home and recovering when they’re ill – rather than fearing any potential consequences of doing so.

Empower and trust your employees

It’s the people working in organizations that make the difference. They have the ability to grow business, increase engagement, and enhance reputations. By creating positive and supportive work environments, where employees feel they can take time off when needed, presenteeism can be reduced.

By empowering employees in the workplace, leaders can directly enhance their psychological safety – the belief that they can speak up, take risks, and make mistakes without fear of negative consequences. Employees who feel psychologically safe are more likely to seek help, share ideas, and collaborate with others, which can improve their health and performance.

If presenteeism isn’t already on your radar, it should be. Making appropriate changes to absence policies and aspects of workplace culture will help ensure your workforce is healthier and more motivated. For businesses, an investment in people through good quality employee benefits could be just what workers need to eradicate presenteeism.

If you are searching for a talented professional to join your team, or looking to embark on a new career opportunity, get in touch with one of our specialist consultants today.

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The importance of ADHD understanding in education
4 mins read

The importance of ADHD understanding in education

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects both children and adults. It is characterised by symptoms of inattention, hyperactivity, and impulsivity, which can significantly impact daily life and functioning.

As a well-recognised condition, October is the month focused on increasing awareness and support available for those affected. The exact cause of ADHD is not fully understood, but it is believed to be a combination of genetic and environmental factors.

It is a lifelong condition that you are born with, and is often diagnosed in childhood, however, as awareness increases, many adults now find themselves seeking diagnosis.

ADHD classifications

There are three clinically recognised types of ADHD, these are:

Inattentive type (ADHD-I)

Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness, and trouble organising tasks. Individuals may appear daydreamy and slow to process information.

Common in: More frequently diagnosed in girls, who may not exhibit hyperactive behaviours.

Hyperactive-impulsive type (ADHD-HI)

Symptoms: Excessive fidgeting, difficulty staying seated, talking excessively, and acting without thinking. These individuals are often described as being “on the go” and may struggle with waiting their turn.

Common in: More commonly diagnosed in boys, who may display more hyperactive behaviours.

Combine type (ADHD-C)

Symptoms: A combination of inattentive and hyperactive-impulsive symptoms. This is the most common type of ADHD, where individuals exhibit a mix of both sets of symptoms.

Common in: Both boys and girls, as it encompasses a broader range of behaviours.

However, what you must remember is that though these are ‘typical’ definitions, each type presents differently in individuals. For example, a student might frequently lose their homework, forget to bring the necessary materials to class, and have difficulty following through on instructions. Or one of your teaching colleagues could find it challenging to manage their time effectively and miss important deadlines or forget they have meetings.

Whatever the symptoms, in my experience, if supported with the right understanding, tools and resources, those with ADHD can thrive, just as well, if not more, than those that don’t have it.

Why is raising awareness so important in education?

Raising awareness of ADHD in schools is crucial for fostering an environment where both staff and students can thrive. When educators have a deeper understanding of ADHD, they are better equipped to provide the necessary support for students who live with the condition. Too often, these students face challenges that, without proper awareness, go unrecognised or misunderstood.

Educators who are informed about ADHD can tailor their approach, offering strategies such as breaking down instructions, simplifying tasks, and providing more consistent feedback. These small yet impactful adjustments can make a significant difference in a student’s academic experience, ensuring they have the same opportunities for success as their peers.

Another benefit of increased awareness is the potential for early identification of ADHD. Many students go through their school years undiagnosed, struggling with focus, organisation, or impulsive behaviours that are misinterpreted as behavioural issues. When ADHD is identified early, schools can work in partnership with parents and specialists to intervene before these struggles manifest into more significant academic or social difficulties. Early intervention gives students the tools they need to manage their symptoms effectively, which can positively impact their long-term success and mental well-being.

Equally important is addressing the stigma that still surrounds ADHD - it’s getting better, but we are a long way off yet. Far too often, students with ADHD are labelled as ‘lazy’, ‘disruptive’ or ‘difficult’, when they’re grappling with neurological differences that affect their ability to concentrate and regulate their behaviour. Raising awareness helps dismantle these harmful stereotypes, replacing them with empathy and understanding.

As schools become more inclusive and accepting of diverse learning needs, students with ADHD will feel more supported and less isolated. This shift in perspective not only benefits the individuals with ADHD but also enriches the school culture, creating a more compassionate and collaborative community.

Beyond the classroom, raising awareness among students is just as vital. When pupils understand ADHD, particularly those who are diagnosed with it, they can better advocate for themselves. Self-awareness allows them to take charge of their learning, request the support they need, and develop coping strategies that can serve them throughout their educational journey and into adulthood. Empowering students in this way builds their confidence and fosters resilience.

Ideas to help raise awareness in your school

October is ADHD Awareness Month, a prime time for pupils and staff alike to focus on ADHD in your school or Trust.

Why not celebrate the achievements of those with ADHD in an assembly, get an expert to come into school and explain what ADHD is to staff and pupils, perhaps you could encourage children to create a short play on the topic, or even write an essay or short story.

Whatever you chose to do, remember that a school culture which embraces an understanding of ADHD ultimately becomes stronger, more compassionate, and better equipped to nurture every learner and staff member.

Watch our webinar 'Empowering workplaces: navigating ADHD'.

Business support senior CV template
2 mins read

Business support senior CV template

​[Full Name]
[Home address]
[Contact Number] • [Email Address]

Personal statement

This section is your chance to summarise the rest of the CV, and convince the recruiter to get in touch. It is important to keep it brief, between 50-200 words and outline who you are, the skills you have to offer, and your career aim.

I have [number of years] experience as a [job title], and am highly skilled in [technologies/systems/area of expertise] thanks to my roles with [previous employers].

During my time with [organisation], I was responsible for/organised [task], and increased [profit/other metric] by [£X/X%]. My other notable achievements include [awards/leading teams/implementing change].

I am looking for an opportunity within an [business type/industry] organisation, where I can bring significant value and continue to develop my skills further.

Education

This is your chance to talk about your qualifications, academic and vocational. You should give detail about what you studied, where and when, and list them in chronological order. If you have many of one qualification, such as GCSEs, you might find it useful to group them together.

[College/School Name]
[Date M/Y– Date M/Y]

A-levels:

  • [Subject] – [Grade]

  • [Subject] – [Grade]

  • [Subject] – [Grade]

[College/School Name]
[Date M/Y– Date M/Y]

GCSEs:

  • [Number] GCSEs, grades [range], including Maths and English.

Work experience

This should be brief and, as a general rule of thumb, focus on the last five years of your career, or last three roles, in chronological order, with most recent at the top. You should highlight your key achievements, and use bullet points rather than lengthy descriptions.

[Job Title], [Company Name], [Location]
[Date M/Y- Date M/Y]

Achievements and responsibilities:

  • Brief role overview

  • Work alongside [team] to produce [project]

  • Implemented [change] which resulted in [benefit]

  • Received an [award name] for [reason]

Hobbies and interests

This section is not essential to include, but you may wish to, depending on the role you are applying for. It can be a useful chance to show a little more of your personality. However, be warned this can be very subjective, ensure anything listed here reinforces your application, and the idea that you’ll be the right fit for the role. If you don’t have any real relatable hobbies, it is probably best to omit this section:

I organise a weekly [sport] game, manage bookings, transport and help to coach the team.

Undertook a [course] in order to improve my [skill].

References

References are available upon request.

Alex Partridge, Founder of UNILAD and LADbible, on ADHD at work
5 mins read
  1. Featured

Alex Partridge, Founder of UNILAD and LADbible, on ADHD at work

​When Alex was diagnosed with ADHD at 34, it was a moment that put the rest of his life – and career – in context. In our webinar, Alex reflected on that career, the challenges he faced, and how simple accommodations in the workplace can make a massive difference.

“I got diagnosed with ADHD about a year and a half ago at age 34,” Alex said, explaining how the condition impacted his entrepreneurial journey without him fully realising it.

“Looking back now, through the lens of ADHD, I can see why a lot of my early businesses failed.”

He recounted a story from his university days when he impulsively started a late-night pizza delivery service: “A week later, my interest in the idea evaporated and disappeared. That was one of 10 or 15 businesses that I started and subsequently abandoned before landing on the ones that did sustain my interest.”

This impulsivity and rollercoaster of interest are common traits of ADHD. It’s a condition that’s misunderstood by many, and Alex is on a mission to change that perception -especially in the workplace.

The challenges of ADHD in the workplace

One of the key issues Alex emphasised as part of the webinar with Reed was the disconnect between traditional office environments and the way ADHD brains function.

“When you're forced into an office that's not suited to your brain, it can lead to overstimulation and almost a shutdown,” he said.

“I remember working in a marketing agency in a busy office. The noise, the ping pong table, the constant chatter - it completely paralysed my ability to work. Yet, when I asked to work in a quieter space and be judged on my outcomes rather than my processes, my productivity skyrocketed.

“In just six weeks, I grew the company’s social media following from zero to eight million.”

This experience highlights how simple accommodations, such as offering quiet spaces or allowing flexibility in how tasks are completed, can transform an employee’s productivity.

Common misconceptions about ADHD

One of the biggest obstacles for neurodivergent individuals in the workplace is the stigma attached to ADHD.

Alex said many people still have outdated views: “A common misconception is that ADHD means you’re physically hyperactive and constantly moving around the office. But for many people, particularly women, ADHD is internalised - it's a racing mind rather than fidgety behaviour.”

He added that employers often assume people with ADHD can’t focus, which couldn’t be further from the truth: “People with ADHD don’t have a deficit of attention - they have an abundance of it.

“When we’re interested in something, we can laser in and focus better than most. The challenge is accommodating for those things that capture our attention.”

Another myth Alex addressed is that people with ADHD can’t handle leadership roles.

He said: “In reality, people with ADHD can thrive in leadership positions. The fast pace, high pressure, and need for constant novelty are perfect for us.”

Accommodations that make a difference

So, what can employers do to help their ADHD employees thrive?

“The most important thing employers can do is show they understand,” Alex said. “Create a safe space where employees feel comfortable asking for help without fear of discrimination.

“Something as simple as putting a policy notice on your website or bringing in neurodivergent speakers can make a huge difference.”

On a practical level, Alex suggested allowing flexibility in how and when work is completed.

“Not everyone works well in a nine-to-five structure,” he said, “some people might do 40 hours of work in just four hours if you let them work on their terms. Judge employees by their outcomes, not their processes.”

Other accommodations Alex suggested included offering quiet spaces, providing written instructions rather than verbal ones, and breaking down large projects into smaller tasks with mini-deadlines: “For people with ADHD, having smaller, achievable goals can reduce overwhelm and improve task initiation.

He also encouraged the use of tools like noise-cancelling headphones and fidget toys in the office.

“I always have a thumb stone with me when I’m working, it helps channel some of the physical hyperactivity,” he added. “Normalising these tools can help employees manage their ADHD in a productive way.”

Recognising the signs of ADHD in your employees

Alex said managers who are unsure of how to spot employees who might be struggling with ADHD should look out for signs of anxiety or be aware if someone is withdrawing from meetings or experiences sudden changes in their behaviour.

Employers who suspect someone has ADHD or another neurodivergent condition should approach the situation with care.

“Send a private email or have a private conversation,” Alex said. “Ask if there’s anything you can do to help and work with the employee to create a plan moving forward.

“It’s important to have regular check-ins to ensure that the support remains consistent and effective.”

A call for more awareness and action

Alex’s message is clear: accommodating neurodiverse employees isn’t just the right thing to do - it’s smart business.

“People with ADHD bring incredible creativity, problem-solving skills, and entrepreneurial thinking to the table. With just a few adjustments, they can be a massive asset to any company.”

Alex Partridge, Founder of UNILAD and LADbible

For employers, creating an inclusive environment where neurodivergent employees can succeed is not just about ticking boxes, it’s about recognising and celebrating different ways of thinking.

As Alex said: “The best ideas often come from the quietest minds in the room. You just need to give them the space and time to be heard.”

Through his podcast, ADHD Chatter, Alex continues to raise awareness, share stories, and advocate for change in how society and workplaces understand ADHD.

This article highlights only a small number of recommendations from Alex. If you didn’t get a chance to watch our fireside chat with him, you can watch the recording of the event below: