Neurodivergent IEU members speak out
A union is its members. All of them. And those members are diverse, with varying needs. Sometimes, it takes one of you to speak up about a topic for the rest of us to become aware of those needs.
In the first edition of The Point this year, member Natanya Thrift shared her experience of being a neurodivergent educator. We followed up the strong response to that article in the IEU’s national journal IE.
Then we surveyed members about how being neurodivergent affected their work. We have compiled some of those responses here (with the members’ approval) so we can all continue to learn about the needs of the valuable neurodivergent educators working with us, often working under stresses that we may not be aware of.
The term ‘neurodivergent’ simply describes “people whose brains develop or work differently”. Having a ‘different’ brain can have a huge impact on the individual, as you will read, especially in a society catering to the “neurotypical”.
Responses have been anonymised.
Neurodivergent staff survey responses
How has being neurodivergent impacted you in your workplace?
Mixed results:
“Positives have included greater empathy and creativity towards teaching neurodivergent students. Additionally, I have developed a heightened awareness of sensory needs, as well as learning needs, which has created a more supportive and inclusive classroom environment that supports all students, no matter their neurodivergent status.
“Negatives have included heightened anxiety and sensory overload due to poor timetabling, unnecessary additional meetings, compulsory supervision of assemblies and other large gatherings.
“It’s great that there’s more of a focus on the needs of neurodiverse students but I feel “embarrassed” to use the same tools students employ outside my private office space, such as headphones, ear plugs, and fidget toys.
Masking:
“In a non-supportive work situation in the past I had to mask heavily, leading to a severe occupational burnout and a major depressive episode.”
(Masking is trying to pretend you aren’t neurodiverse. In all too many workplaces, it is the exhausting default option.)
Unhelpful counselling:
“I was told by our employee assistance counsellor to get a haircut and have my nails done to feel better when I had anxiety and depression!
“A year later, I was diagnosed with ADHD. The school were also less than helpful. I left and went to a school who were much more supportive where I was able to be much more transparent about my needs and challenges.”
That need to shift workplaces is common, unfortunately.
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“If you've met one neurodivergent person, then you've met one neurodivergent person. Everyone on the ND spectrum has different limits - we want equity, not equality.”
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What strategies do you use as a neurodivergent worker in your school?
Many responses indicate planning, having regular routines and setting reminders is helpful. But finding colleagues who are understanding is key: one respondent was thankful for “having someone I can talk to who understands and doesn't try to 'fix' me”.
Rest time:
“Making sure I have rest time, loop headphones on yard duty, being organised around parent interactions”.
Limits:
“I try to work within my area of expertise and capacity. Understand that being able to do a task does not equal having the capacity to complete a task. Use noise-cancelling headphones. Set a time limit on the number of hours I do work-related activities and stick to it. Make time for my special interests and downtime away from work. Pay attention to my state of mind.”
Space and explanations:
“I need to remove myself from negative colleagues as I find it difficult to listen to them say certain things about students or other staff. Sometimes I just need to sit on the floor on my own.
“I started at this school at the beginning of the year. I've had to explain why my normal is different to theirs. Everyone just knew me and my quirks at my previous school and I never had to explain my actions. Students have been understanding and it has helped with building relationships and connections with them.”
Blue light glasses:
“Headphones are used during planning time to reduce distractions from others who share the office. Blue light glasses and a small fidget on my lanyard are used as needed… I utilise natural light in my classrooms, keeping lights off unless necessary.”
The IEU neurodivergence survey.
How could your school better support neurodivergent staff?
“Actually acknowledge that there are staff who are neurodivergent!”
“Make 'accommodations' a standard request, for anyone. Listen to staff when they report being overwhelmed or outside their 'comfort zone'. Understand that everyone's capacity for completing tasks does not work exactly the same way.”
“Better understanding is key. Dress requirements can be a problem for sensory reasons. Certain tasks or parts of the job that seem easy to a neurotypical person can be a nightmare for others.”
“Be more systematic and predictable in terms of policy and process. And very simple things like publishing agendas before meetings, distributing electronic copies of verbal directions, and getting rid of fluoro lights.”
“There needs to be more awareness that it is not just the kids we should cater for. Have a range of ways we can do our job instead of everyone doing it the same way…”
“Understand that all people are different, acknowledge that while I am an experienced teacher I am still learning a new system and this can be especially challenging for a NeuroSpicy person.”
Furthermore:
Girls are also neurodivergent:
“I found that particularly in the private system with girls we rarely had a child who was diagnosed as neurodivergent even though the statistics say otherwise. Girls schools have a lot to do to change this.”
Society needs education:
“We need awareness, not just among members, or among all staff, but amongst all of society. We need to make people aware of the issues and make them actually believe it; there’s a lot of misinformation and negativity out there.”
Professional development:
“PD is needed for all staff about accepting neurodiverse staff. People just need to be a little more accommodating… life hasn't necessarily been easy for a neurodiverse teacher.”
Leadership:
“School leadership need to normalise the reality that staff are just as likely to experience neurodivergence as students. Leadership should lead the way for all staff to build awareness and sensitivity to neurodivergent staff, applying basic human respect and understanding for one’s personal strengths, as well as one’s different needs, in a busy workplace.”
“Change starts from above. If school’s leadership teams cannot be the change makers, staff will continue to feel overwhelmed and under-supported, leading to further numbers of staff leaving the profession and thus leaving neurodiverse students with less empathetic and adaptable teachers.”
And, finally, a bouquet for the IEU:
“Great that you are getting on board with this and trying to help the adults who have been silently dealing with it for years.”