Exploring the Experiences of Neurodivergent Educators in Schools

A Dissertation Completed at Texas Tech University, May 2025

The Research:

Neurodivergent educators are an under-researched and under-recognized population in our schools. This qualitative study explored the experiences of 14 educators in K-12 schools across the United States who are diagnosed or self-identify as neurodivergent.

Framed by existing research on teachers with disabilities and through the theoretical approaches of the neurodiversity paradigm, the social model of disability, and self-determination theory, this study unveiled the experiences of the “hidden faculty” across four core dimensions:

• Identity & Agency: Navigating self-understanding, acceptance, advocacy, and disclosure.

• Pedagogical Strength: Teaching and learning with deep empathy, high engagement, and organic differentiation.

• The Professional Ecosystem: Building and managing relationships and school support systems.

• Career Impact: Navigating the broader day-to-day realities and professional expectations of school life.

Key Implications

• Environmental and Operational Accommodations: Structure adjustments to workplace design

• Systemic Supports: Targeted initiatives in workplace communication, adult professional learning, and re-evaluating rigid professional expectations