‘In the dynamic landscape of education, fostering an inclusive and supportive environment for all staff is paramount. This includes understanding and addressing the unique challenges faced by neurodivergent employees and those grappling with mental health issues or disabilities. Managing such situations with empathy, care, and a strategic approach is essential for creating a workplace that thrives on diversity and inclusivity. ‘ (https://junipereducation.org/blog/how-school-leaders-can-support-neurodivergence-and-mental-health-in-schools)
Supporting neurodiverse staff in schools requires a move away from “one-size-fits-all” management toward an inclusive, flexible culture that values diverse thinking.
Communication & Clarity
• Be Explicit & Literal: Use clear, direct language. Avoid sarcasm, metaphors, or ambiguous instructions like “ASAP”.
• Written Follow-ups: Provide bullet-pointed summaries of meetings, clear action points, and written instructions to support processing time.
• Predictable Schedules: Give at least one week’s notice for meetings and provide agendas in advance. Avoid “surprise” drop-ins or last-minute timetable changes.
• Processing Time: Allow “take-up time” for staff to digest new information or changes before requiring a response.
Sensory & Environmental Adjustments
• Control Overstimulation: Fix flickering lights or dripping taps quickly. Provide noise-cancelling headphones or allow staff to move to a quiet area during breaks instead of the busy staffroom.
• Flexible Workspaces: Where possible, allow staff to have their own classroom or a dedicated desk to create a consistent, comfortable environment.
• Fire Drill Warning: Pre-warn staff of planned fire drills or loud school bells to manage sensory shock.
• Uniform Flexibility: Allow modifications to dress codes for tactile sensitivities.
Working Patterns & Flexibility
• Remote PPA Time: Allow Planning, Preparation, and Assessment (PPA) time to be completed at home where there are fewer sensory distractions.
• Regular Breaks: Facilitate smaller, more frequent “decompress” breaks rather than one long, overwhelming lunch hour.
• Consistent Roles: Maintain consistent job patterns and working partners where possible to reduce the anxiety of constant transition.
Inclusive Culture
• Strengths-Based Approach: Identify and leverage unique talents, such as hyperfocus for specific subjects, high attention to detail, or deep empathy for SEND pupils.
• Mentorship: Pair staff with a mentor or “buddy” for “silly questions” and to help navigate unwritten social rules or “staffroom banter”.
• Lead by Example: If you’re a leader, talk about your own needs (e.g., “I’m wearing my headphones because I need to focus on this report”). It makes it safe for others to do the same
• Whole-School Training: Provide neurodiversity awareness training for all staff, including governors and senior leaders, to reduce stigma and build allyship.
• Recruitment: Send interview questions in advance and use task-based assessments instead of traditional panel interviews to allow candidates to better showcase their skills.
‘As a sector, we should move beyond awareness to allyship, year-round acceptance and inclusion. The largest area that needs tackling is in our communication with clear, concise, and efficient language.
Moreover, if you want your staff to be inclusive actually involve staff in the conversation. Explore how we can improve training, communication, or recruitment. Use the expertise of staff if they’re willing to share their experiences.’ (https://www.educationsupport.org.uk/resources/for-individuals/articles/year-round-inclusion-how-can-schools-support-autistic-teachers-and-education-staff/)
This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.
