Exploring the Experiences of Neurodivergent Educators in Schools

Framework

The conceptual framework in this study combines the theories of disability, neurodiversity, and self-determination.

The core tenets of neurodiversity, which are support in an inclusive environment, the recognition of individual strengths, and the acceptance and appreciation of differences, were built from the social model of disability.

The experiences of neurodivergent educators are viewed through the lens of the three basic psychological needs delineated from self-determination theory: autonomy, competence, and relatedness.

These psychological needs combined with the core tenets of neurodiversity provide the framework for the exploration of participant experiences.

Methods

This qualitative study collected data using semi-structured interviews on Zoom, extrapolating the lived experiences of 14 neurodivergent K-12 classroom teachers in the U.S (Smith, 2019; Creswell, 2013).

Participants were recruited via social media using purposive sampling. Participants were asked questions about how their neurodivergence has impacted their professional lives, including their classroom practices, relationships with colleagues, and experiences with professional development.

Data was analyzed using reflexive thematic analysis with the researcher playing an active role in the interpretation of codes and themes (Braun & Clarke, 2006; Byrne, 2021). Themes and sub-themes were developed through an interative process using the six stages of thematic analysis.

Results

The study resulted in five overarching themes including 1)self-understanding, acceptance, advocacy, and disclosure, 2) teaching and learning with empathy, engagement, and differentiation, 3) professional relationships and support systems, 4) impacts on professional life, 5) accommodations and supports.

These five themes included 20 subthemes that were explored in the final paper.

Recommendations were provided for policymakers and school leaders to recognize and support the needs of neurodivergent educators.

Importance

This study increases the awareness and acceptance of neurodivergent educators, an oft-overlooked population that exists but is not acknowledged or supported for the benefits that these educators bring to schools.

Conference audiences will benefit from further understanding how to support these educators with specific practices and supports recommended. There is very little research in this field, and this is one of the first studies to recognize neurodivergent educators as a population.

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