Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff

Abstract

Autistic individuals can have poor outcomes from school, including high rates of unemployment. Despite a growing focus on the work experiences of autistic people, and various approaches to remediate the difficulties they undergo, the school sector remains largely unexplored, as are the insights available from former autistic employees. In a discourse analysis of 12 former autistic school staff previously in a range of roles in the UK, the multiple and intersecting issues they experienced are analysed. These reveal different forms of marginalisation, disempowerment, invisibility and exclusion at play, including in relation to being autistic, before the final departure. However, participant discourses also demonstrate important autistic aptitudes of particular benefit to pupils at risk of marginalisation themselves, and provide insights into how autistic staff—including visiting professionals—can be better supported in the school sector in the future. Such steps could provide significant benefits for the education field generally, especially in relation to the inclusion of autistic and otherwise neurodivergent pupils.

Examining the utilization of participatory research with autistic youth in mainstream/public schools: a scoping review

“…No autistic educators were mentioned in the five included articles; however, this could be due to fear of disclosing, stigma, or fear of losing their job (Wood, 2023). It would be interesting to see how dynamics and procedures would shift with the clear inclusion of autistic or disabled educators.…”