By Mechelle Gilford, Ed.S., NBCT
Let’s face it: being a neurodivergent teacher in a neurotypical world sometimes feels like navigating a grocery store with a map to the moon—a bit of a wild goose chase, but hey, at least it’s an adventure!
Think of neurodiversity as the secret ingredient that makes the educational world much more interesting (sometimes a little piquant). It’s like adding a dash of cayenne pepper to a bland casserole. Sure, it might add a kick, but it also adds a new dimension of flavor and zest.
However, this unique perspective can also come with its own set of challenges. As a neurodivergent teacher, you might feel like you’re constantly proving your worth, playing a never-ending "Prove Your Worth" game where the stakes are your self-esteem and job security. It can be exhausting. But don’t let it get you down! Remember, you’re not just a teacher; you’re a neurospicy teacher who brings a unique flavor to the table!
In recent years, there has been a significant increase in the number of women diagnosed with ADHD as adults. This newfound recognition has shed light on the challenges faced by neurodivergent teachers, particularly those who may have spent years masking their symptoms. It’s like trying to juggle chainsaws while also baking a delicate soufflé —a seemingly impossible task that requires exceptional skill and balance. We ladies have mastered this art for years, albeit with a side of chaos and a sprinkle of procrastination.
For neurodivergent teachers, disclosing one’s condition to their employers can be a quandary. While disclosure can lead to necessary accommodations and support, it also carries the risk of stigma and discrimination. The choice is deeply personal and should be made carefully, considering individual circumstances and the workplace environment.
One factor that may influence this decision is the experiences of neurodivergent students in schools. If many neurodivergent teachers have witnessed the adverse treatment of their students, it’s understandable that they might hesitate to reveal their neurodivergence. This raises an important question: ‘Are schools, which were often designed for neurotypical minds, truly safe spaces for vulnerability?’
It’s crucial to remind school administrators that neurodivergence doesn’t imply incompetence. Many neurodivergent individuals excel in their careers and contribute to their workplaces. However, the increasing demands placed upon teachers, especially in the wake of a global pandemic, coupled with understaffed classrooms, can create significant hurdles for neurodivergent educators.
When we advocate for our well-being as neurodivergent teachers, it can sometimes lead to scrutiny regarding our job performance. School administrators may demand that we undergo unnecessary ‘fit-for-duty’ evaluations, implying that our struggles are merely personal shortcomings rather than systemic issues. This is not only frustrating but also demoralizing. Our worth is not solely measured by our job accomplishments, just as test scores do not determine our students’ worth. Our mental and physical health should always be a priority, even when work gets demanding. By seeking appropriate accommodations and advocating for a more inclusive workplace, we can create a healthier and more supportive environment for staff and students.
One of the most effective ways to celebrate neurodiversity is to amplify the voices of neurodivergent teachers. An example of this can be found on the Teachers with ADD/ADHD Facebook group, which has over 12 thousand members. By sharing your stories – our stories, experiences, and strategies, you’re not just spreading awareness but creating a community of like-minded individuals who can support and inspire each other.
Students, too, can play a crucial role in modeling the celebration of neurodiversity. By empowering them to embrace their unique strengths and share them with their peers, we’re creating a more inclusive and accepting learning environment. It’s like building a spicy smorgasbord where everyone can find something they love.
While our education system has made strides in recognizing and accommodating neurodiversity, there’s still a long way to go. Some days, it feels like teaching a cat to play fetch—nearly impossible! But we must continue challenging stereotypes, providing professional development, and advocating for change so that every student and teacher feels seen, heard, and valued.
Challenges Faced by Neurodivergent Teachers:
Neurodivergent teachers often face unique challenges that make navigating the educational landscape difficult. These include:
- A constant need to prove oneself: As previously stated, neurodivergent teachers often feel pressure to conform to neurotypical standards, which can be exhausting. However, neurodivergent teachers shouldn’t have to work harder just to be seen as competent.
- Lack of understanding and support: Many schools and administrators may not profoundlyunderstand neurodiversity, making obtaining accommodations and support difficult.
- Stigma and discrimination: Neurodivergent teachers may face stigma and discrimination, both from colleagues and students, which can negatively impact their mental health and job satisfaction.
- Sensory overload: Loud classrooms, bright lights, and other sensory stimuli can overwhelm neurodivergent teachers, making it difficult to focus and perform at their best.
- Social challenges: Neurodivergent teachers may struggle with social cues and interactions, leading to feelings of isolation, especially if they don’t wear pink on Wednesday.
- Masking and Delayed Diagnosis: Many neurodivergent individuals, including those with ADHD, often mask their symptoms to fit in with neurotypical society. This can lead to delayed diagnoses, particularly in women and girls who are often overlooked or misdiagnosed. It’s like trying to hide your superpower when everyone else thinks you’re just a regular person.
Overcoming Challenges:
Despite these challenges, neurodivergent teachers can thrive by:
- Advocating for themselves: Learning to advocate for your needs and accommodations is essential. By doing this, you not only model advocacy for other teachers, but you also model it for your students as well. Explore accommodations that can help you thrive in the classroom, such as flexible scheduling, more lead time, or a quiet workspace.
- Building a support network: Connect with other neurodivergent teachers and professionals who can offer understanding and support.
- Seeking Mentorship: Finding a neurodivergent mentor who understands your unique experiences can provide invaluable guidance and support. It’s like having a companion bunny who won’t embarrass you by accidentally leading you into a briar patch. Still, they will bunny-trail with you until you find novel strategies to help you and your students.
- Educating others: Educate your colleagues, administrators, and students about neurodiversity and the challenges faced by neurodivergent teachers. It is important for principals to remember the best way to support students is to support teachers.
- Prioritizing self-care: Take care of your mental and physical health to manage stress and maintain your well-being.
Addressing these challenges and celebrating our neurospiciness can create a more inclusive and supportive learning environment for everyone.
A Call for Celebration, Not Shame
Let’s raise a toast to the neurospicy teachers of the world. We may not always fit in, but we bring a unique flavor to the educational landscape. And with a bit of spice and a lot of determination, we can create a world where neurodiversity is celebrated, not shamed. After all, life is too short for bland casseroles, even on the moon.
