Best Practice

Being a neurodiverse teacher: The power of role models

Neurodiversity Inclusion
As a neurodiverse teacher, being open about these conditions and the challenges they can bring sets a powerful example. Dr Jennifer Glover-Woollard reflects on how we can do this safely and offers some practical pointers
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I am a female, neurodiverse early career teacher of science. I have a diagnosis of dyslexia, autism, and visual stress (a visual processing disorder). Before entering teaching, I was an engineer.

In both professions, I have seen the power of role models and how the lack of relatable inspiration can damage the workforce. Through my work volunteering for the Women’s Engineering Society, I have also seen how a strong community can empower individuals.

I have seen advancement in gender equality in STEM, but I am still not seeing this kind of progress when it comes to neurodiversity.

When I went to school, there were no teachers who were openly neurodiverse. It was perhaps due to this lack of representation that I didn’t even consider teaching or education as a career. Instead I spent eight years in a field that, while I was passionate, didn’t genuinely fit me.

As a society, I don’t think we communicate effectively what neurodiversity is, how it can affect people, and the fact that they can succeed, nonetheless.

 

Removing stereotypes

I am not fond of the rhetoric around “superpowers” when we discuss neurodiversity – it certainly never felt like a superpower when I confused words or was accused of a lack of effort.

Furthermore, as we often see when talking about SEND, children do not want to be “different”. They want to be part of the norm.

I much prefer the idea that it is just who I am. Neurodiversity is simply a part of who I am and how I interact with the world.

Another problem I see is that neurodiversity is so often discussed in the context of children. This might lead to a perpetuation of the idea that you can “grow out” of SEND.

This is reinforced by media coverage around neurodiversity focusing on the voices of parents. It was for this reason that two recent BBC documentaries were so impactful – Christine McGuinness: Unmasking my autism and Inside Our Autistic Minds. These programmes listened to the voices of those with the condition, rather than people speaking about and for them.

 

Don’t ask, don’t tell?

But it remains the case that neurodiverse adults often hide their condition. Indeed, one snapshot poll on LinkedIn run by the Institution of Occupational Safety and Health put the figure at two-thirds of neurodiverse workers who keep it a secret in the workplace.

This might be because many people still don’t really believe neurodiverse adults. I have repeatedly had this experience – hearing over-simplifications such as: “SEND is only for pupils who can’t pass GCSEs and can’t read or interact with humans.”

I know from my previous experiences in secondary and higher education that there is often a “don’t ask, don’t tell” culture. However, if we as neurodiverse adults do disclose but then also imply that our condition brings with it no struggles and is easily managed then this does not really help either.

I have often felt in the past that I have to justify my diagnosis. Isn’t it strange that if someone says they have broken their leg they don’t have to justify seeking support and care. But with a hidden disability, adults can often feel as if they are being watched for signs of the condition to prove that they need reasonable adjustment.

 

Being open with students

Only in the latter stages of my education did I realise how negatively this was affecting my ability to succeed. I couldn’t be honest about what I found challenging and could not receive the correct support from peer groups, teachers, or lecturers.

Even now, although I’m upfront about my conditions and share them with each of my new classes, there is an element of embarrassment and judgement.

I still feel sometimes that I shouldn’t be a teacher with these conditions – because a teacher is someone who has lovely handwriting, can spell anything, and can quickly form appropriate relationships with all staff and pupils.

This despite the fact that I have pupils come up to me regularly to share their own struggles. The conversations normally go something like: “I also have this condition and I am struggling – what did you do?”

I have had parents of pupils not on the SEND register report to me that their child was impressed when I disclosed – impressed that a teacher was so honest, particularly in a way that showed they were not perfect.

Parents play a vital role in the school community, and it is therefore essential that they too can benefit from neurodiverse role models. Parents would then see that teaching, a highly skilled and demanding profession, does not exclude people who might be like their children.

Hopefully, at the very least, we can eradicate damaging comments such as: “They have dyslexia, they will not be going to university.” Believe me, I have heard this several times.

 

Celebration and awareness

Of course, a few teachers being brave enough to be open about the challenges of their conditions is not enough. Schools need to embrace celebration and awareness in the same way that we have improved the inclusivity of the school community through LGBT+ and Black and Asian history months.

Marking national or international weeks or days of celebration will mean that it is a topic everyone is educated about. It would be an opportunity to have assemblies where staff can say – “yes, I have this condition” and we can explain and normalise the support they receive from the school. Or perhaps we can discuss how it affected their education and the support they got when they were a student – like overlays, extra time, and teaching assistant support.

 

Access to Work

Access to Work is a government-run grant scheme that funds technology, workplace adjustments and training to keep adults with physical or mental health conditions, developmental conditions or learning difficulties in work.

Through Access to Work, my department was able to receive training on dyslexia which was well received and explained things in a lot more detail than teacher training does.

It explained the condition, how it effects people day-to-day, and the techniques and equipment I use to ease the difficulties. For me it created a safe space to explain what dyslexia is for me and an amnesty for my colleagues to ask questions without the fear of offending.

I would encourage anyone eligible to apply for Access to Work. Although the process is slow, getting access to adaptive software, extra equipment and department training has made my transition to teaching much easier. For those in leadership roles, just remember that there will be neurodiverse staff members in every department.

I found it relatively common in higher education for adaptive software and quiet spaces to be available for everyone and widely used, removing a potential disclosure barrier. I think many secondary schools could follow this example.

 

Staff interactions

There is a social element to any workplace. As an autistic person this is where disclosure has been most important for my sense of belonging. I only wish I had had the courage to do this in my teenage years and early adulthood. I wish that I had had a peer role model.

Because for most people, time with colleagues to get to know one another, to learn together, and a friendly hug in greeting is positive and normal. But staff socials and large staff training are anxiety-provoking nightmares for me and the idea of being hugged by a colleague is just plain odd.

When distressed I don’t like an arm around my shoulder, metaphorically or otherwise. I need time to process on my own terms.

In the past, I did not speak up and tolerated the exhausting anxiety – before, during and after social interactions. It is harder to speak-up than you think.

Through disclosure I feel much happier and more comfortable with the boundaries I have set. I still feel guilty when I don’t attend staff social events, but I know my department don’t see me as “not a team player’’ – and I hope I am paving the way for colleagues in the future to do the same.

 

Practical tips

  • School leaders could include information on Access to Work in welcome packs and reinforce the support they can offer staff.
  • Have an advertised staff contact point for those with questions about neurodiverse support or how to apply for access to work.
  • Where appropriate highlight neurodiverse role models to staff and pupils and normalise their adjustments.
  • Being an ally:
    • Do ask if there is any support you can offer.
    • Do simplify emails/meetings to key bullet points.
    • Do not assume contact or the emotions of someone.
    • Do not minimise barriers with comments like ‘’yes but we are all on the spectrum really’’ or ‘’yes but you don’t have it that bad’’.
    • Do allow processing time for significant changes and give as much notice as possible.
    • Do not share someone’s experience without their permission.
  • Sharing your conditions:
    • Practise or write down what you want to say as this can be a very emotive conversation.
    • Have ideas of what adjustments would benefit you.
    • Make good time to talk to managers and colleagues so they have the space to ask any questions.
    • A reasonable adjustment is just that – reasonable. It should not feel like a burden. It’s a fair request to help you excel in your job, so ask.

 

Final thoughts

For neurodiverse students and staff, I would love to see relatable role models become commonplace. I certainly think that with increased openness and default inclusiveness, we can be inclusive and create the conditions where they are comfortable and in the best possible position to succeed.

  • Dr Jennifer Glover-Woollard is a science teacher at Orchard Mead Academy in Leicester.

 

Further information & resources