Neurodiversity-affirming schools for autistic teachers

This poster aims to promote thriving careers for Autistic teachers. Research and practice to support Autistic teachers is in its infancy, particularly in Australia. While an increasing number of university students with disabilities are entering initial teacher education across Australia, a range of complex issues threaten the sustainability of teaching as a professional pathway for Autistic educators. The presenters outline some of the key workplace issues identified in their lived experiences and co-authored ‘Learning from Autistic Educators’ systematic literature review. These interconnected issues include; deficit-based policies and procedures for accommodations and adjustments, cultural and psychological safety concerns to do with disclosure and negative stereotypes, and health and wellbeing issues related to high workplace stress, burnout and attrition. An argument is made about the importance of moving beyond accommodations and the problematising of Autistic teachers work as a challenge to ‘overcome’. An essential step to creating neuro-enabling workplace cultures is improving neurodiversity-affirming literacies of school leadership. Effective neurodiversity literacy development strategies as vital professional knowledge in schooling are presented, with a focus on the intersection between policy and Autistic wellbeing. Illustrations of the kinds of flourishing that happens when Autistic educators are respectfully heard and understood concludes the presentation’s call to learn with, rather than about us.