Rebecca Jeffery argues that autistic and neurodiverse teachers are vital for a more inclusive and effective education system.
There are more than 160,000 autistic pupils in schools across England1, but I’m not aware of any statistics on the number of autistic teachers. Is such a statistic even relevant to the effectiveness of education for autistic pupils? Yes! As a late-diagnosed autistic teacher myself, who throughout my education did not know I was autistic, it is my firm belief that the knowledge, understanding and experiences of neurodiverse educational staff is key to creating a more inclusive and effective education system for all.
At first I was cautious of sharing my autistic experiences as a teacher, concerned that much of the prejudice I experienced as a student, and still experience as an adult, would be replicated in the classroom. I certainly saw students struggling with their perceptions and stereotypes of what an autistic adult would be like, versus the teacher that stood before them. However, the more I opened up, the more my students, both allistic and neurodiverse, showed real empathy for my experiences. They became used to my movement around the classroom, my excited stims and infodumping when I enjoyed teaching a particular topic, and they learned to be clearer when I took something too literally.
In turn, this has led a number of young people (often undiagnosed women or non-binary individuals who are far more likely to mask their difficulties and be diagnosed later in life) asking for my advice or support in seeking a diagnosis themselves. I have seen my younger self in many of the students I have encountered in my teaching practice. Not confident to speak out for fear of getting it wrong; anxious and masking the difficulties they are truly facing; feeling isolated and lonely but nobody noticing due to being academically able or seemingly less interested in their peers.
This has led me to realise how important autistic visibility is within the classroom. Not only does being autistic enable me to advocate for students both diagnosed or who are seeking a diagnosis, it has helped such students to see somebody who has similar experiences to themselves. And whilst students understand and may relate to some of the difficulties faced by an autistic teacher, I am hopeful that I have ‘debunked’ some of the negative stereotypes that may have existed prior to students joining my classroom by also showing the positive aspects of being autistic. I am a teacher who adores my job, is confident in building working relationships with colleagues and students, who has a home, partner and family. I laugh, I joke, I can understand sarcasm and I enjoy social interaction as much as anybody else.
Students see a teacher who is not afraid to ask for accommodations and support within the workplace. When the Estates team casually popped by one week to take out a row of light tiles above the teacher’s desk, there were no questions when I spoke of the glare being difficult for my senses. In fact, most students went on to say how they wished this had been changed sooner, and in all of their classrooms! With adaptations made the norm, I have noticed students in my classrooms are much less likely to question when adjustments are made for their peers, and I have even found that all students, autistic or allistic, are not afraid to advocate for their own needs, whether it’s an accommodation, or a preference to complete a task in a different way from others.
I have also witnessed students who now advocate for each other (and myself). Previously, as a student, I often feared the judgement of others if I appeared different from the norm. I would suppress emotions or stay silent in class—a response known as an autistic shutdown.
What I have witnessed in my classrooms has been almost the opposite; being a visibly autistic teacher has meant a high level of compassion and a strong desire from my students to challenge the misconceptions of others when they arise. I recall a student challenging an ableist remark and re-educating others on why the statement could in fact be harmful. I truly believe such actions and attitudes would not be changed without the contributions of autistic staff in education.
It is no lie that working in education as an autistic person is challenging. Often it’s the non-teaching parts of my day that are the hardest. The meetings, INSET days and long hours take lots of preparation, and are frankly still a work in progress. However I have always been open and honest about who I am and the challenges that I face. I have met some wonderful and understanding colleagues and I am passionate about ensuring that there’s an ethos among students and staff of listening; an ethos of seeking to understand all Autistic experiences and to make positive change.
I have held presentations to fellow educators about the challenges of being autistic, and I often find that there are myths and outdated misinformation that staff are simply not updated on. Perhaps the information is not readily available to access, or maybe allistic individuals find new information harder to comprehend until someone with lived experience can guide them, but my discussions have always been well received. In improving the experiences of children and young people in education, in both mainstream and SEND settings, it is the perspectives and contributions of autistic staff members (and students) that matter most in updating and improving our education systems.
It is my firm belief that Autistic teachers and support staff are the key to unlocking a more effective and inclusive education for all.
Author: Rebecca Jeffery
Rebecca Jeffery
Rebecca Jeffery teaches Health and Social Care at Barton Peveril Sixth Form College, Hampshire. She did her PGCE (with SEN specialism) and QTS from The University of Winchester.
Austistic women and girls: https://www.autism.org.uk/advice-and-guidance/what-is-autism/autistic-women-and-girls
Austistic shutdown: https://www.autism.org.uk/advice-and-guidance/topics/mental-health/autistic-fatigue/autistic-adults
Dear Rebecca,
I too, as an autistic teacher, (physics and maths) have found exactly what you describe to be true, with the caveat perhaps that I sometimes feel burdensome. And the SEN team are not particularly supportive as they have their own prescribed ways of doing things, and me simply being open and easily adaptive can place expectations on them from parents that my naturally neuroadaptive approach is available across the school.
I do hope we meet at some point!
Greg Rix
What a great article. I’m an autistic teacher (special education teacher) and much of what you wrote resonates with me. The energy I spend masking and the non- teaching challenges (meetings, planning, understanding what others mean) are the hardest parts. Thank you for your insight.
I’m a new teacher and I’m still in the process of getting a formal diagnosis, but I exhibit many of the traits of autism. I found your article really helpful and encouraging.
When you were training to become a teacher, did you face a lot of setbacks and roadblocks related to your autism? Not even just from your peers or teachers, but in your own actions? Because I’m finding myself struggling a lot as a new teacher getting into the groove of planning lessons and actually being able to go through them. Any resources or suggestions on how to get more organised would be incredibly appreciated:)