‘‘Tell me what my job is’’: A Qualitative Exploration of the Experiences of Autistic Academic Staff working in Higher Education in Ireland.

Background: This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments.Methods: Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data was analysed using Reflexive Thematic Analysis.Results: Four key themes emerged: (i) Discovering being autistic, (ii) Role ambiguity and institutional invisibility, (iii) Stress, burnout, and workplace unpredictability, and (iv) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching, while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour.Discussion: The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.