All-encompassing

Jie Fung and Chin (2022) describe burnout as “a psychological state caused by prolonged stress from a job”. Our current understanding of burnout is that it is socially situated –in other words, it is an issue with the situation rather than the person.

Neurodivergent burnout may present similarly to neurotypical burnout. However, much of the stress experienced comes from the neurodivergent person expending significant physical and mental energy in an effort to function in a world designed for neurotypical people.

Being a neurodivergent teacher can be exhausting, challenging and frustrating. It can also be surprising and rewarding. You might know or suspect you are neurodivergent, or you might be confidently neurotypical. Either way, alongside your gloriously neurodivergent learners, you definitely have neurodivergent colleagues. Yet very few people seem to be talking about it.

According to Bertilsdotter Rosqvist et al (2020), neurodiversity can be defined as “perceived variations seen in cognitive, affectual, and sensory functioning differing from the majority of the general population or ‘predominant neurotype’, more usually known as the ‘neurotypical’ population”. Examples of neurodiversity include but are not limited to autism, ADHD, dyslexia, dyspraxia and Tourette’s syndrome.

I’ve been teaching in further education (FE) for 14 years; I’m a teacher trainer and head of professional development for my organisation. I was diagnosed with autism last year, aged 43. My diagnosis did not surprise me, but others were shocked. “You don’t look autistic” and “You can’t be autistic – you’re too normal” sound like compliments – believe me, they aren’t.

I am aware that, after over 40 years of autistic masking, I present as relatively neurotypical. This was one of the reasons I sought a diagnosis. However, it is important to understand that a private diagnosis is costly and therefore a privilege not available to all. Self-diagnosis is also valid.

My biggest challenges as an autistic teacher and leader are managing my energy levels (operating in a world designed for neurotypicals is exhausting), sensory issues and anxiety.

Teaching might not seem like the best profession for someone who is neurodivergent – the environment can be stressful and intense. The FE sector, in particular, appears to be in a constant state of change.

However, if you reframe neurodiversity as the ability to think differently, the fit is better. Many neurodivergent people love routine, so the timetabled day helps them thrive. Neurodivergent teachers can be incredible role models for their learners.

My autistic ability to hyperfocus, spot patterns, think in systems and focus on detail has helped, not hindered, my career. My struggle to fit into the neurotypical world has made me energetically inclusive, and I maximise my opportunity to influence others to be the same.

Many of the neurodivergent teachers I have spoken to shared experiences of debilitating self-doubt and imposter syndrome, often not feeling ‘good enough’ to be in charge of a class of learners. Some shared a fear of discrimination that prevented them from disclosing their needs to their employer, meaning they could not seek simple, reasonable adjustments.

Burnout

A common theme, and certainly one I have experienced, is exhaustion. Left unchecked, this can result in burnout.

This is why the work environment must be inclusive and reasonable adjustments made available. We can all contribute to this. Most organisations work hard to ensure their diverse population of learners is seen and included. It’s time to think about the staff (all staff – those who teach and those who support).

If you are neurodivergent (or think you might be), talk with colleagues who have similar lived experiences. Finally, if you are neurotypical, do the work to become an ally to your neurodivergent colleagues. Ask your colleagues what you need to do to make the world better for them –don’t assume – and when they tell you, listen.

MARTINE ELLIS FSET ATS is a teacher, writer and lifelong learner

@MartineGuernsey

References

Bertilsdotter Rosqvist H, Chown N and Stenning A. (eds) (2020) Neurodiversity Studies: ANew Critical Paradigm. Abingdon, Oxon; New York, NY: Routledge (Routledge advances in sociology)

Jie Fung G and Chin C. (2022) Burnout Guide: Symptoms, causes, and prevention, Commoncog. Commoncog. Available at: commoncog.com/g/burnout/