"There's Only So Much the School Can Change About Itself … Before You Need to Change Something About Yourself"-a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers
- PMID: 40933689
- PMCID: PMC12417847
- DOI: 10.1089/aut.2024.0047
"There's Only So Much the School Can Change About Itself … Before You Need to Change Something About Yourself"-a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers
Abstract
Background: In Scotland, to become qualified to teach children in primary schools (aged 4-11 years), student educators must complete degree programs that include a combination of university- and school-based placement learning environments. Previous studies have examined the experiences of neurodivergent students in other professional degree programs, most notably in health care. Yet there is limited research considering the barriers and enablers for neurodivergent students in programs leading to careers in education.
Methods: This study contributes to the evidence base by examining the experiences of neurodivergent student participants from two education studies programs run by one Scottish university: one including required professional placement experience in schools leading to professional teaching qualification status and the other a theory-based course with flexible community placement options. Nine neurodivergent students, all originally following the professional placement strand, participated in a semi-structured interview. Data analysis was led by a neurodivergent educator, using reflexive thematic analysis.
Results: The resultant themes identified were named to reflect the lived experience of participants: Who we are matters; How we are matters; How we know matters; and What we need matters. Neurodivergent education students reported risk of withdrawal from and/or challenges within the professional strand program, particularly emphasized in relation to placements. They felt that they needed to navigate additional systemic barriers to reach the same result as neurotypical peers. Furthermore, they discussed how the accessibility and attitudes of others impact upon opportunities for disclosure, inclusion, and support. Our findings also suggest the possibility of an attitudinal hierarchy of neurodivergence acceptability occurring within educational environments.
Conclusions: Neurodivergent students report a range of challenges when attempting to successfully complete education degree programs leading to the teaching profession. Our findings identify the need for greater advocacy, support, and inclusion of neurodivergent participation, which attends to the nuanced experiences that education students face.
Keywords: identity; inclusion; initial teacher education; neurodivergence; professional placement.
Plain language summary
Why is this an important issue? Increased numbers of neurodivergent students are entering higher education. However, studies suggest that neurodivergent students are more likely to leave or divert from an initial course of study. Further studies have shown that autistic educators are more likely to leave the teaching profession than neurotypical peers. Investigating barriers and supports for neurodivergent student teachers to complete their degree programs is important. Such efforts may lead to higher levels of recruitment and retention among this population. The lead researcher is a neurodivergent researcher, who was a primary teacher in the Scottish education system. What is the purpose of this study? This study aimed to investigate the experiences of neurodivergent education students in their required learning environments over the course of their programs, to identify specific challenges this population may face and areas where change is required. What did the researchers do? We recruited nine neurodivergent student teachers within the university. Demographic information was collected, including age, neurotype, gender identity, and ethnicity. We asked open-ended questions about experiences within university and placement settings. We looked across participant data and analyzed responses by identifying patterns or “themes,” finding commonalities shared across participant experiences. What did we find? We identified the following four key findings affecting neurodivergent student teachers: (1) They face increased risk of withdrawal from, or barriers to success within, the professional strand education programs leading to qualification as teachers; (2) they needed to overcome additional systemic barriers to reach the same result as neurotypical peers; (3) they felt that accessibility and attitudes of others impacted upon their opportunities for disclosure, inclusion, and support; and (4) they acknowledged representation as universally beneficial, but students with some neurotypes reported more positive placement experiences than those of others. This suggests that a possible hierarchy of neurodivergence acceptability exists. What do the findings add to what was already known? This study is the first to qualitatively investigate the lived experience of neurodivergent student teachers in a university education program leading to professional qualification. This study supports previous research investigating ways to increase accessibility for neurodivergent students in higher education environments and supports previous research looking at experiences of qualified autistic education staff across the United Kingdom. This study adds to the existing research to provide clues as to where support can be best directed and change posited. What are potential weaknesses in the study? Our sample was White and predominantly identified as female, which, although representative of the current Scottish context in this professional area, does not allow for intersections of identity that may impact upon lived experiences. The originating university offers two education programs, one with entry to the teaching profession incorporating school placements and the other with a theoretical approach to education. Participants at the risk of burnout or withdrawal were thus able to negotiate movement between the two, which may not be possible for students in other universities. Despite the identified issues, this study serves as an important starting point for research in this underrepresented area. How will these findings help autistic adults now or in the future? This research calls into question the current accepted route into the teaching profession as potentially discriminatory against neurodivergent student teachers. Our findings should be utilized as a call to action to examine how education programs, school placements, and interpretation of professional standards may be made more sympathetic to the needs of neurodivergent students. We advocate for change to increase the chances of a more representative teaching profession by reducing stigma for neurodivergent educators and allowing more neurodivergent adults to access the profession. Increased representation would lead to better understanding of neurodivergence, impacting positively on educators and learners.
Copyright 2025, Mary Ann Liebert, Inc., publishers.
References
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