Rewriting professional identity: a self-authorship perspective on neurodivergent learners in health professions education

Abstract Professional identity formation in health professions education is often conceptualised as socialisation into established professional norms and values. For neurodivergent learners, however, these norms may reflect assumptions that privilege neurotypical ways of thinking, communicating, and behaving. While professional identity formation has been explored among other minoritised learners, less is known about how neurodivergent learners navigate this process. This study explored how neurodivergent graduates of Australian health professions programs constructed professional identities. Twelve neurodivergent health professionals participated in semi-structured interviews or provided written responses. Data were analysed using reflexive thematic analysis, informed by Baxter Magolda’s theory of self-authorship. Participants initially encountered narrow archetypes of the “ideal health professional” that were shaped by assumptions about capability, professionalism, and neurotypical behaviour. These expectations generated identity dissonance, concerns about disclosure, and pressure to mask neurodivergent traits. Over time, participants developed greater self-recognition of their strengths, needs, and preferred ways of practising. This enabled them to critically question dominant constructions of professionalism and to rework professional identities in ways that were more authentic, sustainable, and aligned with their values. Rather than simply assimilating into existing norms, participants actively expanded and reshaped understandings of what competent and compassionate healthcare practice can look like. Viewed through the lens of self-authorship, these findings highlight how professional identity formation for neurodivergent learners involves negotiating, resisting, and reconstructing professional norms. In response, educators could move beyond supporting learners to conform to dominant professional archetypes and instead create educational environments that recognise diverse ways of being, foster self-authorship, and broaden understandings of professionalism within the health professions.