“A cultural shift that the profession can no longer ignore”: the importance of support neurodivergent teachers
TES Magazine recently published an article by Chris Benson on how the school system can support neurodivergent teachers. Graeme Donald, Teacher at the Sensational Learning Centre, shares his thoughts on the article.
Chris Benson’s article raises important and, at times, uncomfortable questions about the visibility and inclusion of neurodivergent teachers. I found myself both agreeing with his arguments and reflecting on my own experiences within the profession.
Having worked as a teacher for over a decade, and as someone who is neurodivergent (dyslexic and ADHD), I recognise the “invisibility” Benson describes. Early in my career, this was something I chose to keep private. During my training, I experienced mixed responses, including a moment where a mentor questioned whether someone with dyslexia should be teaching younger children after noticing spelling errors in my notes. Experiences like this reinforce why many teachers may feel hesitant to disclose their neurodivergence.
However, over time I have developed a stronger understanding of my own neurodivergence and have become more open about it. In doing so, I discovered the impact that visibility can have. By sharing my experiences, colleagues began to open up about their own challenges, seek advice, and even pursue diagnosis and support. Anecdotally, this has had a positive effect on staff wellbeing and confidence, empowering teachers to grow professionally rather than feel limited by their differences.
This aligns with Benson’s argument that culture is key. While more data on neurodivergent teachers would be valuable, it must be gathered with care and purpose. If teachers feel that data collection is about judgement rather than support, they may be reluctant to engage. Instead, it should be framed as a way to strengthen the profession and create genuinely inclusive environments.
I also strongly agree that neurodivergent teachers bring valuable perspectives. Too often, they may recognise when proposed changes are unlikely to work in practice but feel unable or unsupported to voice this. Creating a culture where these perspectives are actively sought and valued is essential. We already have experts in the room, with lived experience, insight and practical knowledge, yet we are not fully utilising this; more importantly, we have not taken the time to consider how to do so effectively.
Ultimately, if schools are to be truly inclusive for pupils, they must also be inclusive for the adults who work within the education system. Benson’s article highlights that this is not just a policy issue, but a cultural shift that the profession can no longer ignore.
