Exploring the Experiences of Neurodivergent Educators in Schools

Neurodivergent educators are an under-researched and under-recognized population in our schools. This qualitative study explored the experiences of 14 educators in K-12 classrooms in the U.S. who are diagnosed or self-identify as neurodivergent. This study was framed using existing research on teachers with disabilities combined with theoretical approaches in disability studies, neurodiversity, and self-determination theory. Using the six-phase approach of reflexive thematic analysis (Braun & Clarke, 2006), this study explored themes in self-understanding, acceptance, advocacy, and disclosure; teaching and learning with empathy, engagement, and differentiation; professional relationships and support systems; and the impact of neurodivergence on professional life. This study also explored the accommodations and supports emerging from the participants’ experiences, explicitly noting the need for physical accommodations along with suggested supports in communication, professional development, and professional expectations. This research provides further guidance and insights for schools to support neurodivergent educators through policies and initiatives focused on teacher inclusion.