Autism is a lifelong neurodivergence and disability that is estimated to affect around 700,000 people in the UK. People of all ages, genders and ethnicities can be autistic, but people from marginalised groups can face more barriers to getting a diagnosis.

While autistic people may need support to succeed in a world designed for the needs of non-autistic people, it is the barriers they face in society that are an issue, not being autistic.

Although we understand the “autistic spectrum” to be not a line from least to most severe, but rather an acknowledgement that every autistic person has a unique combination of characteristics, there are some core components that are needed for a diagnosis:

• Communication: Broadly, autistic people may have different communication styles, skills, and preferences compared with non-autistic people. They may use and understand words, tone of voice and body language, such as gestures and facial expressions, differently. 
• Behaviours and interests: This may include having particularly focused and dedicated interests; displaying repeated movements and behaviour; and a preference for order, predictability and routine.
• Sensory processing: Autistic people can be much more or less sensitive than non-autistic people to the five main senses and senses for balance, movement, spatial awareness and awareness of internal states (such as hunger and temperature). 

Research into the experiences of autistic teachers has found that autistic school staff experience difficulties in training, recruitment, job satisfaction and career development. Many of those surveyed reported that they lacked support, and found the physical environment of schools difficult. While some participants feared sharing the fact that they were autistic at work, others had positive experiences of doing so: with the right support, autistic staff in schools can make an important contribution to educational inclusion, particularly of autistic pupils.

People with autism frequently find themselves masking in everyday life, and it's important to understand that this is extremely tiring, making autistic people particularly at risk of burnout. Autistic burnout can also exacerbate other related difficulties, including social anxiety or worries about being misunderstood and inadvertently upsetting others. The reduced ability to read other people will make resolution of these difficulties particularly challenging.

Specific barriers faced by teachers with autism can include sensory issues, with the constant noise and movement of a busy classroom being overwhelming. The unpredictable nature of the school environment can cause anxiety. And of course, navigating personal and professional relationships, as well as unwritten social rules, in the workplace can be challenging. All of these can seriously risk the mental health of the teacher.

However, as with ADHD, having autism can be a strength in the classroom once initial difficulties are mitigated. Attention to detail, strong organisation skills, and adherence to routine, are all obvious strengths in the classroom. Their different ways of perceiving and processing information can lead to creative solutions and alternative explanations that may resonate with students who struggle with traditional teaching methods (NeuroLaunch, 2025). People with autism may be more reliable, conscientious, and persistent.

More than this, an autistic teacher’s ability to understand and support neurodivergent students is invaluable. Diversifying the profession benefits everyone, but autistic students in particular will benefit from an autistic role model who can help them with learning strategies.

With all this in mind, how can school leaders support teachers with autism to be fully effective and thrive in the classroom?

The Autism Education Trust, funded by the DfE, has produced a useful document: Guidance for school leaders on supporting autistic members of staff. It acknowledges that autism is generally considered a disability under the Equality Act (2010) and therefore an employer is obliged to put in place reasonable adjustments so that the employee is not disadvantaged by having this disability.

This may include:

• Clarity around “unwritten rules”, e.g. dress codes, expectations around voluntary duties, and the social norms of the school (such as use of the staffroom).
• Not expecting participation in extra social activities. 
• Written information: agendas and discussion content provided in writing in advance, together with expectations around input.
• Clear and literal instructions.
• Access to clearly written policies, including who to contact regarding an issue related to those policies.
• Agreement with the teacher about their preferred method of communication – with colleagues, leadership, and families.
• Transparent and sensitive feedback: some autistic people may suffer with Rejection Sensitive Dysphoria which can make receiving poorly delivered feedback traumatic.
• Sensory adjustments, which may include:
  • Adjusted classroom lighting
  • Pre-warning of bells and alarms
  • Flexibility around taking PPA at home or in a dedicated quiet space
  • If at all possible, their own classroom.
• Training for their line manager and direct colleagues.

Autistic people can be at increased risk of being victim to workplace bullying. A designated mentor or buddy can be helpful in supporting them to navigate these issues and others.

If you are autistic and attending any of the Julian TSH’s CPD or training, we encourage you to let us know how we can make sure you have everything you need to access the learning. This might include:

• Providing an agenda for the day in advance.
• Sending you resources in advance.
• Making a note not to cold call you.
• If you need to leave the room at any point, no questions will be asked or comment made.

Just let us know what you need, and if we can accommodate it, we will.

Finally, bookmark our CPD and wellbeing Padlet – it includes a ‘support for neurodivergent teachers’ section.