Analysis: a new study has looked at the experience of autistic teachers who work in the Irish education system
By Claire O'Neill, UCC and Neil Kenny, DCU
Although there is growing societal awareness of autistic pupils in Irish schools and the need to support their participation in education, this awareness to date has not extended towards the autistic teachers working in those schools. It is therefore timely that a new study is aiming to increase our knowledge about autistic teachers in the Irish education system.
Interest in autistic and otherwise neurodivergent adults has intensified of late. The need to support participation and access for this group within social and community settings has become increasingly accepted, particularly participation within education and employment. This interest is most apparent in workplace discourse, with neurodiversity increasingly being added to existing inclusion and diversity initiatives. Many neurodivergent adults thrive in the workplace, especially if environmental conditions are conducive to a neurodivergent way of being.
But despite these developments, the experiences and views of autistic and otherwise neurodivergent adults about their workplaces remain under-researched, an important omission given the aim of supporting their participation and access. This gap was the focus of a DCU study which explored the experiences of autistic teachers in schools and the wider Irish system.
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From RTÉ Radio 1's Drivetime, Claire O'Neill discusses her study on difficulties experienced by autistic teachers
The research was led by a multiply neurodivergent autistic teacher-researcher so neurodivergent ways of working, researching and communicating were intrinsic to the study design. The accounts of the teachers were also analysed to produce findings which have the potential to positively impact future practice.
The research involved detailed interviews with autistic teachers and a flexible and neurodiversity-aligned design was taken to carrying out the study. This included a nuanced approach to ethics, more visual representation of data than is considered typical in academic research and careful consideration of language and terms used throughout the write-up reports. The study resulted in a number of important findings and recommendations.
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"We can.. look at that deep level."
The accounts of the autistic teachers aligned with contemporary understandings of autism. The participants clearly described examples of how being autistic deeply influenced their teaching roles. For example, both the strong interests of the teachers and their understanding of the significance of special interests to their autistic learners was found to be a significant advantage in their teaching practice.
"Being autistic, you know, me seeing it from a different point of view, I saw things through a different lens… it's not surface looking, we can.. look at that deep level." – Ciara
This finding is consistent with contemporary autistic-led theories of autism, such as monotropism, a core theory that accurately outlines an autistic way of being in the world. Monotropism details how autistic minds tend to pay attention and find meaning in a small number of interests. Typically, when an autistic person is in a monotropic state, their attention is deep and focused like a tunnel.
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This preference for strong interests and deep focus was integral to how the autistic teachers saw both themselves and their approach to teaching. It was also a core aspect of their relationships with their pupils, particularly autistic pupils and those who needed additional support.
The participants’ experiences of monotropism helped them attune to their autistic students, resulting in strong and nurturing relationships. The data suggests that these relationships impacted positively on students and learning. Importantly, these monotropism-related experiences also conferred a high degree of job satisfaction onto the participants. In some cases the understanding and insider knowledge of autistic teachers was used advantageously on a wider scale to enhance whole school inclusive practices.
".. could you be less obviously autistic?"
In contrast, many autistic teachers reported significant challenges in their relationships with colleagues and others within the schools they worked at. While there were various examples of positive relationships with colleagues, most experiences that were explored with colleagues were challenging in some way.
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"I would say overall most of the teachers within the school probably aren't very familiar with what being Autistic actually means. So, and I think that causes some trouble in itself and certainly I have quite a few difficulties." - Bridget
Many said experiences with colleagues were negatively influenced by lack of autism knowledge and in some cases stigma, prejudice and negative biases. This was apparent in examples of autistic teachers feeling isolated, othered and unsupported after disclosing to colleagues and school leadership.
"The perception that we're given, and you know, you can be autistic, but could you be less obviously Autistic." - Bridget
Several interactions with colleagues exemplified the double empathy problem, meaning that autistic and non-autistic colleagues had very different life and school experiences, leading to miscommunications.
"As a teacher, I've always felt I'll be accepted as some squished version of myself… I am a version of myself in a school." - Deirdre
The research highlights opportunities to promote conditions for autistic teachers to flourish and thrive in their role
These feelings of isolation and lack of support were also reported in some interactions with wider structures within the education system.
"Together, we can make a change"! - Ciara
Overall, the study unearthed significant challenges that autistic teachers face daily in schools and the wider system. The research also highlights opportunities to promote conditions for autistic teachers to flourish and thrive in their roles. A number of suggestions and avenues for future research suggest that a collaborative approach based on the principles of neurodiversity may contribute to crafting schools that more welcoming and inclusive for our diverse learners, teachers and wider community.
This article uses identity-first language throughout (autistic teacher) and this is in keeping with the preferences of the researcher and participants, all of whom are autistic
Claire O'Neill is a PhD student in the Department of Philosophy at UCC. Dr Neil Kenny is an Assistant Professor at the School of Inclusive and Special Education at DCU where he is the Programme Chair of the Master of Education in Autism. He is an Irish Research Council awardee.
The views expressed here are those of the author and do not represent or reflect the views of RTÉ
