‘We are here and we deserve it’: being an autistic teacher in Poland

Abstract

Despite an increasing focus on autism, neurodiversity and inclusion in the education sector, there remains limited awareness of the experiences, needs and strengths of autistic educators. This gap in understanding results in a failure to grasp the importance of this population in fostering inclusion and diversity across whole school communities. In this study, we explore the views and experiences of n = 10 autistic teachers in Poland via interpretative content analysis. Set within the context of the Polish education sector and informed by a neurodiversity and social model of disability framework, a number of difficulties are revealed by participants. These include significant sensory impacts, social and communication disconnections, the need to conceal autistic identity and difficulties navigating processes of promotion. However, attributes and strengths were also evident, especially in relation to autistic pedagogy. We argue that it is only by adopting a neurodiversity and rights-informed understanding of autism, instead of a charity and social care model, that the disadvantages autistic teachers experience can be reduced, and their skills facilitated. In so doing, and by addressing inclusion holistically, schools can be more welcoming to neurodivergent staff and pupils.