How (and why) schools should support neurodivergent educators

Yes, we’re talking about accommodations FOR TEACHERS…

I recently asked educators on social media if neurodivergent staff were being offered any support, and folks had a LOT to say! In this article + podcast episode, I’ll share:

• What we mean when we talk about neurodivergence
• Why neurodivergence isn’t a deficiency, just a difference
• What teachers say about accommodations that are (and aren’t) happening in their schools
• The legal rights that U.S. teachers have under the Americans with Disabilities Act
• The types of supports you can request and the logistics of making them happen

From there, I’ll share the commonalities and patterns in the response from educators about what’s been helpful and what’s needed.

I’ll talk about five ways schools can offer support to neurodivergent educators and what these recommendations look like in practice:

1. Allow for flexibility and autonomy, especially within breaks
2. Designate quiet areas and mitigate the effects of overstimulating environments
3. Communicate proactively about scheduling and changes
4. Give clear directives, so the invisible expectations become visible
5. Differentiate PD and offer topics related to executive function and organization

Additionally, I’ll make the case for universal design: that’s what good for neurodivergent educators also benefits neurotypical educators, and that these practices can (and should) be implemented school-wide.

Read or listen in to hear more about what’s helping neurodivergent teachers thrive, and how to advocate for the support YOU need in your school.

Listen to episode 308 below,
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What do we mean by the term “neurodivergent”?

“Neurodivergent” is a term used to describe people whose brains work differently from what’s considered “typical” or “normal.” This can include conditions like autism, ADHD, and dyslexia. But, being neurodivergent doesn’t necessarily mean you have a disability or formal diagnosis. It’s a term I’m using here to refer to someone who might think, learn, or process information in a way that’s unique to them, and different from how a “neurotypical” person thinks.

You might be thinking, Wait, don’t we all think in our own unique ways? And yes, I believe that’s true. I’m using the term “neurotypical” to describe people whose brains function in ways that are considered standard or typical in our society.   Neurotypical individuals don’t have the kinds of differences in brain function that are associated with conditions like autism, ADHD, or dyslexia.

So, while we’re all unique, being neurotypical means that your brain works in ways that align more closely with what’s expected or typical in most people. In contrast, neurodivergent individuals might experience the world differently in ways that are more noticeably distinct from the norm.

What does it look like to be a neurodivergent educator?

I was having a conversation on Voxer with my friend Lisa Woodruff from Organize 365. She’s a former teacher who now supports people in organizing their homes.

Lisa is neurodivergent herself and has children who are neurodivergent. She mentioned how strange it seems that schools know how to differentiate for kids with ADHD or those who learn differently, but if those kids graduate and become teachers, suddenly, they’re expected to do their work the same way as everyone else.

Schools understand exactly what neurodivergent folks need, but only provide those supports to kids, not staff. They expect teachers to differentiate instruction, but don’t personalize teacher support.

So, I got curious about whether educators think accommodations are needed, and if so, what it would look like for schools to be neurodivergent-friendly for staff.

I decided to toss the question out on X and Facebook, and boy, did you all have a lot to say on this topic! The overwhelming response was that supports are very much needed, and in fact, are provided in some schools.

I want to paint a picture here from a teacher named Alyssa, who wrote the following:

So, I have ADHD. I was diagnosed at 35 years old. After my diagnosis, I went home and scream-cried in the shower. Everything finally made sense. I had struggled my entire life, and finally knowing why was such a huge relief. However, whenever I mention that I have ADHD, people laugh it off and say things like, “Don’t we all?” It makes me so mad. I’d love more reminders to turn things in, but instead, I hear, “You’re adults, read your emails.” The truth is, I literally have a hard time even functioning.

A few months ago, my husband said, “Hey, can you turn on the oven for me?” I walked into the kitchen and, within three seconds, completely forgot why I was there and forgot to turn on the oven. Because of that, he didn’t have time to eat breakfast before work. That’s my everyday life.

Two weeks ago, our CSAP receipts were due at work to get reimbursed for money we’ve spent on our class. I reminded my teammates several times that day to turn theirs in. I was so focused on them that I forgot to turn mine in. Now, my school is deducting that money from my paycheck since I didn’t submit my receipts on time. An email reminder from admin that day would have been a nice last-minute nudge before the deadline. I literally had everything done; I just forgot to send it!

Does the Americans with Disabilities Act require accommodations for neurodivergent teachers?

A number of folks pointed out that in the U.S., the ADA (Americans with Disabilities Act) requires employers to provide accommodations to employees if they are necessary to do the job well.

I did some research on this and confirmed that the ADA does require employers, including schools, to provide reasonable accommodations to employees with disabilities if those accommodations enable the employee to perform the essential functions of their job. This applies to teachers as well.

Under the ADA, a disability is defined as a physical or mental impairment that substantially limits one or more major life activities. When a teacher (or any employee) discloses a disability and requests an accommodation, the employer must engage in an interactive process to determine a reasonable accommodation unless it causes undue hardship to the employer.

This doesn’t always happen. Margery said, “Whenever I have asked, I have not consistently received accommodations. Nor has my spouse in an industry FULL of neurodivergent individuals. In his industry, they take advantage of the perfectionism and competitiveness. Burnout is tremendous.”

Sterling said, “I reached out to my district’s HR and requested accommodations as recommended by my doctor. They sent those requests to the building-level admin. Admin gets to determine whether or not any of them are reasonable. I was told they couldn’t be provided. And that was all.”

A teacher named Jessica on Twitter shared, “I have brain lesions from Lyme and RA…I had a hard time even getting basic accommodations.”

Carly said on Facebook, “I had a principal at my old school who was horrendous about my dyslexia. You’d be amazed at the number of administrators who seem to believe that people grow out of learning disabilities, autism, or ADHD. I’ve even had administrators threaten writeups for refusing to use my overhead lights (I have tons of lamps and natural light windows), even though the kids (both divergent and typical) and myself prefer it.”

Kimberly said something similar about this false assumption that adults grow out of neurodivergence., “Admin with ADHD here. This is absolutely needed! I’ve had to figure out the things that work best for me, but it’s taken years. Things might have gone more smoothly if the understanding was there that neurodivergence doesn’t just disappear with age.”

So if you, as an educator have a diagnosed disability, you have the right to disclose it to your employer and request accommodations. According to the ADA, examples of reasonable accommodations for teachers might include adjustments to their work schedule, the provision of assistive technology, or changes in the physical environment. The goal is to ensure that the teacher can effectively perform their job duties, which directly benefits their ability to teach and support their students.

Kimberly Sue shared, “Teachers can have a 504 plan just like students. I know of a teacher with a 504 plan where the teacher was forewarned of fire drills/alarms and didn’t have to attend rallies/noisy events because of noise sensitivity.”

But what if you don’t have a diagnosis, or don’t want to disclose it?

Emily wrote, “Having some supports in place would be huge for our teaching population! But do we even have enough supports in place for our NTs [neurotypicals]? For any of us overall?” Her question underscores the broader issues within the educational system that affect both neurotypical and neurodivergent teachers.

The recommendations I’ll make here in this article are designed to support all educators and could be requested by any educator, not just those with the legal right to do so.

Can neurodivergent people be successful in teaching?

I’m going to share with you the research I’ve done on this topic, highlighting the voices and experiences of classroom teachers.

And, I’ll begin by addressing a piece of feedback that seemed to come mostly from people who were not educators but were served my posts by social media algorithms.

The criticism was that if you can’t do the job without accommodations, then you shouldn’t be a teacher. Several folks were extremely bothered by this entire concept, mentioning that they would never want their own children to be placed in the classroom of a neurodivergent teacher.

As you can imagine, this sparked a tremendous amount of pushback in the replies from educators defending not only the rights of neurodivergent folks, but also the unique benefits they bring to the classroom.

Neurodivergent educators responded by saying that so many of our students are themselves divergent; teachers who think and learn differently understand these students, and can show them that you don’t have to be neurotypical to have a good career and be successful in life.

I’m going to talk more about the advantages of being a neurodivergent teacher because I don’t want to frame this conversation from a deficit perspective, as if there’s something wrong with these teachers and we need to change the job to suit their deficiencies.

Instead, we’re aiming to acknowledge that teachers, like all humans, have individual needs and preferences. If we want teachers to be successful, we should provide them with the resources and supports that help them do the job well.

I don’t really know how to explain to people that they should care about others and not expect everyone to be, talk, think, and behave the same. And, those are not the kind of folks who listen to this podcast, so I am not going to address this much more, other than quoting some folks on Twitter who had good rebuttals.

Jaime said, “I have every symptom of ADHD, but was never diagnosed. It makes me really good at identifying students who have similar challenges, and at giving suggestions for external executive function.”

Juan said, “Our neurodivergent teachers are some of the best teachers BECAUSE they have learned to be organized, self regulate, focus, and manage their time with their neurodiversity. And kids benefit from knowing someone who can model this. Teachers benefit as well. We all benefit.”

Ontario Teacher/Parent on Twitter wrote, “ND isn’t all bad, some have superior time management, organization, and focus, and can use struggles with emotional self-regulation effectively to teach students how to manage their own, with excellent results. As well as being outstanding all-around teachers.”

Tina said, “The best teachers I’ve worked with are the ones who have been through the struggle, can be empathetic to others’ struggles, and have strategies or are willing and able to figure out strategies with students. We are all infallible humans on this journey together.”

Can Universal Design be used to improve working conditions for all educators?

These are all great points, but I think the most persuasive argument for accommodating neurodivergent educators is that the suggestions these teachers made were things all teachers could benefit from.

This is similar to what we see with accommodations for students who learn differently or have special needs; often, the supports we provide to those kids benefit the whole class. So, I’ll make the argument in this podcast for universal design—not only for students but for educators—because these additional considerations can make a positive impact for all teachers.

Universal Design (UD) refers to creating and organizing spaces in a way that everyone, (regardless of their age, size, abilities, or disabilities) can access, understand, and use them to the fullest extent. This is different from simply making everyone fit into the same mold, and different from making special considerations just for a small group of people. Universal Design benefits everyone.

Let’s start by talking about what’s needed, and how to advocate for and implement solutions.

How schools can support neurodivergent educators

#1: Allow for flexibility and autonomy, especially within breaks

A teacher named David shared, “Some things that make a big difference as a secondary teacher: teach in one classroom rather than floating into other teachers’ rooms, only one prep (or two max), and block schedule of 80-90 minute classes instead of 45-50 minute classes.”

@BusyBibliophile on Twitter wrote, “I struggled to be on time every day, so my old principal made sure 1st period was my planning period and gave me after school detention as my duty spot instead of before school/morning duty.”

Michele shared: “As an AuDHD admin, an example of intentional ND care in my program was to structure teacher preps & breaks to be back-to-back, which gives my teachers a little more flexibility/autonomy in shaping their time.”

I love that Michelle offered prep periods back-to-back, and also the idea of scheduling a prep period before or after lunch to give teachers the time they need to recharge. Having a longer break also allows for more flexibility and autonomy. If a teacher needs to eat, step outside for fresh air, and then work—or if they need to get some work done and then take a break—there’s time.

Obviously, this is a difficult change to implement due to staffing limitations and the need for all students to be supervised at all times. It won’t be possible for every teacher, but it’s also not important to every teacher. Many folks prefer to have their breaks spread out during the day. JJ said, “I really need my planning period before lunch. I cannot do the mundane grading and emailing late in the day. The brain is DONE.”

Administrators could consider this preference when planning the schedule by asking teachers whether they’d prefer their lunch and prep periods back-to-back or spaced out. Teachers who are neurodivergent could have their requests prioritized.

When this isn’t possible—and I acknowledge it often won’t be—teachers can be given permission to use their time the way they need to.

Maybe a teacher would rather take their lunch break during their planning period and plan during lunch. Administrators can explicitly give staff permission to use their non-instructional time in whichever way is necessary for them. Sometimes, it’s more important to regulate your nervous system and mentally reset before teaching again than it is to grade a stack of papers.

Administrators can give teachers explicit permission to rest, stare out the window, do stretching in their classroom—whatever they need to do. We want teachers to feel like they can take care of themselves during the school day, rather than fear that an unexpected visitor will pop into their classroom, find them sitting at their desk with their eyes closed, and reprimand them.

If an admin walks into a classroom when no students are in the room and that teacher isn’t actively working at that moment, make the most generous assumption that the teacher is listening to their body and doing what they need to do to mentally and physically prepare for the rest of the school day. If a teacher isn’t getting their work done and is taking advantage of this policy, that can be addressed on an individual basis, but the overall school culture should be that teachers are allowed to use their non-instructional time as needed.

A teacher named Jen shared, “It doesn’t typically happen in my school, but stop stigmatizing teachers who prep in the teacher’s lounge or who take time during their prep to decompress. Sometimes we are seen as unproductive or less engaged. If someone is decompressing on prep, they need it!”

Autonomy is critical. Mary wrote, “My I’ve had it moment that made me leave the classroom was when I wasn’t rated highly effective because my lessons weren’t organized in the binder correctly – not a strength due to ADHD.”

As Laura put it, “Focus on the results instead of how it’s done.”

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#2) Designate quiet areas and mitigate the effects of overstimulating environments

Schools tend to be very noisy, overstimulating places, so being aware of that for ND kids and teachers is helpful.

Melissa said, “Our principal is very good about things like overstimulation mitigation. If we can’t handle a pep rally or something, we can watch smaller classes of students who can’t go, or work in the office welcoming guests or answering phones during that time.

Another teacher named Melissa wrote, “I dislike the intercom system being so loud it startles me, long loud bells, and playing music over the intercom & it sounds like a radio with a busted antennae.”

So, this second recommendation, in addition to structuring breaks for more flexibility, is designating quiet areas for teachers to recharge.

This is especially important for teachers who don’t have their own classrooms because they share with another teacher, and those who teach from mobile carts and have to move from classroom to classroom, as well as push-in staff and paraprofessionals.

@LostReader23 wrote, “I’d love just one room that’s quiet, with low lights. Sometimes I just need 5 minutes and there is really nowhere to do that in my school.” This is a simple, effective solution that can make a huge difference. So if there are any extra spaces in the school—a classroom, an office, even a large supply closet, or a dead-end hallway—consider designating them as quiet spaces.

The quiet space doesn’t need to be a huge production: it’s just a place where teachers can go throughout the day where they know there will be no children, no bright lights, no phones, no loud noise, and limited sensory stimuli. The quiet space should be a calm environment in which staff can decompress.

Staff might choose to just sit there for a few minutes to breathe, meditate, or pray. They may choose to grade papers or plan lessons in the space. But the idea is that it’s a quiet, no-talking zone. Multiple teachers could be in there at once, but the norm is to NOT interact with each other, keeping the quiet zone truly under-stimulating.

A quick note here about why this is important—I’m going to speak from personal experience. My husband and I are both neurodivergent; however, it’s not in the same ways. He is extroverted and naturally quite loud, with a high tolerance for noise, light, and activity. He’s not formally diagnosed but shows many characteristics of a person with ADHD as well as dyslexia. He wouldn’t need a quiet room because he can reset in a busier environment, and he actually re-energizes as an extrovert when he’s around other people.

I am an introvert managing anxiety, and am also a highly sensitive person. I feel other people’s emotions and energies, and tend to take them on as my own. I also get very easily overwhelmed when there’s too much going on at once. I mentally shut down when I’m in loud, crowded environments.

So, whenever I didn’t have any students in my classroom, I would turn off the lights, lock the door, and either turn on calming music or just revel in the silence. Not all staff have a classroom to do this in, so there should be a space in the school that makes it possible for them to downregulate their nervous systems.

For the teachers who do have the ability to use their own classrooms as quiet spaces when they’re on break, we can create school norms in which this is acceptable. This ties back to a needed school-wide expectation that staff do not have to be working every second of the day.

You do not have to be constantly rushing around doing things, engaging with people, returning emails, answering phone calls, or collaborating with colleagues. Being alone and sitting in silence while you work, think, daydream, or rest is an essential part of recharging for so many of us. The few moments of inactivity are what make productivity possible afterward.

For me specifically, these short breaks are not optional. If I were to eat in a loud teacher’s lounge, I would be so overstimulated and easily agitated for the rest of the school day. It’s not healthy for me, and I know many other teachers who feel the same.

Accommodating teachers who need breaks and time to themselves can be as simple as changing the norms. We need to make it clear that everyone is not expected to be physically active and extroverted throughout every second of the school day, and taking a moment for yourself to regroup is totally fine.

An educator named Judith highlighted the disparity in understanding and accommodation between students and staff: “My students know there is one set of lights that is NEVER to be turned on. They also help me find the things I misplaced & are generally great about accommodating my neurodivergence. Administrators, not so much.

#3) Communicate pro-actively about scheduling and changes

A third recommendation is clear communication. Many neurodivergent educators who responded to my social media post emphasized the importance of clear and advance communication of schedules and changes.

Allison highlighted this need by saying, “My admin gives me 24-hour notice about major scheduling changes, does not ascribe ulterior motives to my observations, and gives clear directives or redirection on policies.”

I thought that this short but simple comment is packed full of actionable steps.

Let’s start with the idea of 24-hour notice about major scheduling changes. Last-minute changes are frustrating for so many educators, and admin need to minimize these interruptions so that advance notice is given to all teachers, not just neurodivergent teachers.

If advance notice cannot be given, it’s important to acknowledge that last-minute notice is inconvenient and express appreciation to the staff for their flexibility. Everyone appreciates being told that their time is valued. A school leader acknowledges that changes to the schedule have negatively impacted the flow of the day—and the time teachers may have set aside for planning, grading, meeting with students, etc.—goes a long way toward softening the blow about an inconvenient change.

Another aspect of this is considering the type of communication and the urgency with which it’s communicated. In some schools, it’s not uncommon for messages to be sent over the intercom every 5-10 minutes, all day long, which is disruptive, especially for folks with attention issues, and jarring for those of us who hate loud and unexpected noises. And, in some schools, it’s normal for staff to walk into a classroom unannounced or call the classroom phone to talk to a teacher while they’re in the middle of instruction, which is especially hard on folks who have processing delays or find it hard to task-switch rapidly.

So when communicating, consider which things need an urgent school-wide announcement, which things could be communicated only to the individuals affected, and which things could wait until the day is over and be addressed in an email.

We could even be as radical as allowing teachers to say no in such situations, letting the administrator ask someone else, or creating an expectation where the teacher can say no but then needs to find other coverage. This could involve going to a colleague and saying, “Hey, I was asked to do this because it’s my turn, but I just don’t have it in me today. Can you cover it? I’ll take your shift next time.”

This works when it’s set up as a schoolwide norm for how much advance notice is given for scheduling changes, how these changes are communicated, and a shared understanding that last-minute changes are inconvenient, with as much flexibility as possible.

I’ll add something here that teachers have mentioned to me a number of times over the years, and that’s how after-hours changes are communicated. If important communication is going out in the evening about something a teacher needs to know before coming to work the next day, don’t send it via email, as this chains teachers to their phones and makes them feel like they need to constantly check work email.

If there is something super important that teachers should be told on an evening or weekend (and I’d recommend checking in with staff about what qualifies, if you’re not sure), create a norm in which that information is sent via text message or another medium that staff prefer so they don’t feel compelled to check email at 11 pm.

I also like Alison’s point about not ascribing ulterior motives to a teacher’s actions. For example, if a teacher is on the autism spectrum or perhaps just socially awkward, and an administrator observes them doing something sort of asocial, they should not assume the teacher was intentionally trying to be rude.

Instead, make the most generous assumption. Recognize that this person cares about their students and is doing their best. Ask questions like, “I heard you say XYZ. What did you mean by that?” or “Can you tell me more about your choice to do this particular thing?” Rather than assuming that a teacher who does things differently has some hidden motive, ask questions and don’t assume.

The same goes if a teacher sends a brusque email. Don’t assume the teacher is being rude; it may be that person’s communication style, or they may have difficulty reading tone. Assuming the best about people is important. In fact, anytime a staff member appears to be disengaged or is not doing something you think they should be doing, assume the best of them and have a conversation about it at an appropriate time.

Similarly, many neurodivergent teachers who are on the autism spectrum reported that it’s challenging to hold eye contact when they’re being spoken to, and it’s hard for them to think on the spot, particularly if the issue was brought to their attention in front of other people or without warning. They need time to process the request.

In fact, many neurodivergent people are slow processors. It’s not a sign that they aren’t understanding or that they’re not interested. It’s just that it takes them longer to process things, or they’re processing in a different way. They may need some time to absorb new information and get back to you. So, allowing teachers that time and space to think is essential.

Another aspect of clear communication that Allison recommended, in addition to managing major scheduling changes and not ascribing ulterior motives, is providing clear directives or redirection on policies. Just as many of us as teachers tell students what to do once or twice and then assume they know, only to be frustrated when they don’t follow through, the same thing happens with adults. Just because a principal mentioned a policy on the first day of school doesn’t mean that all teachers will have heard, understood, and remembered it forever. So if a policy is broken, be really clear about what is expected.

There are a lot of unspoken norms in schools—little pet peeves of administrators that some teachers can intuit from body language, facial expressions, and tone. However, neurodivergent educators, particularly those on the autism spectrum, may have difficulty reading these cues. So be explicit about what’s needed.

If you want teachers to greet students in the hallway, state that clearly: “In our school, these are all OUR students, and we show that by acknowledging them verbally as we pass by.” This lays out a clear directive of what’s expected, instead of just saying, “They’re all our students,” which can be vague and open to interpretation.

Clear communication, advanced scheduling notice, and making generous assumptions are best practices for all teachers but particularly benefit neurodivergent educators.

#4: Give clear directives, so the invisible expectations become visible

In reading teachers’ responses to my question about neurodiversity, I was really struck by how many ND teachers simply wanted clear communication about their responsibilities and advance warning of schedule disruptions. This is something all teachers should have.

Natalie highlighted the need for clear expectations and structured environments: “I need structure, rules to follow, and clear expectations! If that doesn’t happen, I become very overwhelmed and confused. I find it very challenging to sit and listen to someone talk for long periods of time in meetings and then be expected to answer questions or retain information.”

While NT teachers may have a greater capacity to sit and passively listen, or to infer expectations that aren’t explicitly stated, frankly, shouldn’t have to. The tasks that ND teachers struggle with aren’t inherent to the job; they’re inherent to under-resourced environments that are not well-managed.

Finally, many neurodivergent educators appreciate knowing exactly what is expected of them, with clear instructions. Mentally, they may be wondering, “What’s the goal? What are the non-negotiables? What’s optional, and how much flexibility do I have?” If you can communicate these things upfront, it helps teachers feel more confident in their actions and allows them to work more effectively within the given parameters.

Cait shared, “I asked my principal for meetings to never be out in my calendar without a topic — it caused me a lot of anxiety — she did.”

Jenny said, “Starting any staff meetings 5 minutes after the report-to-school time if possible is helpful! And I love when info about the meeting is either emailed again the day before or put into the calendar event so I can easily look up where it is, what I was supposed to bring, etc.”

Kimberly said, “I had a principal at my last teaching job who realized that I struggle to give quick answers to things and prefer to have time to mull something over before sharing any thoughts. He made a point to come to me privately at least a day before meetings, tell me what to expect, and say that he valued my opinion and hoped I’d be able to share my thoughts in the meeting. It meant the world to me!”

The bottom line is that these recommendations benefit all educators, not just neurodivergent ones. By creating a supportive, understanding, and flexible work environment, we can help teachers do their best work, which in turn benefits students.

#5) Differentiate professional development and offer topics related to executive function and organization 

Sulyn noted, “I don’t necessarily want accommodations— I want compensatory skills that work.” This highlights a desire for skills and strategies that enable neurodivergent teachers to manage their responsibilities effectively.

It’s also important to examine the expectations for neurodivergent educators in meetings and staff development. Zyn writes, “I was just diagnosed with ADHD almost 2 years ago, at 36, and I left teaching right around the same time. I did find it really ironic, though, that now that I’m in grad school to be a school psychologist, one of my professors called me out in one of my advising meetings for working on cross-stitch during her 3-hour class lectures.”

Many neurodivergent folks find it difficult to sit still and passively listen, and being able to keep their hands busy actually helps them concentrate on what is being said. If this sounds like you, don’t be afraid to articulate this.

Tracy shared, “I have to doodle in meetings to pay attention. I was called out on it once and sent the principal articles on how doodling helps some people focus and she left me alone after that.”

I’m providing some references at the end of this article that you can use proactively: share them with your team members or staff, and explain what conditions you need in order to learn and participate well in meetings.

Kate mentioned, “I would add to have most meetings virtual.  I have a hard time sitting and waiting to be talked to without also doing something else. The “something else” keeps me from interrupting and obsessing about all I could be doing in my room right then.”

@Fighting4AllKids on Twitter said, “As a principal, I planned all meetings and PD using UDL which provides multiple paths to meet the objectives. Teachers also led PD and modeled strategies to differentiate. We made a part of our staff room a “calm corner”, took wellness breaks, and offered walking meetings.”

By the way, the walking meetings? YES. Check out episode 287 on why bell-to-bell instruction is NOT best practice and episode 296 about the power of diffuse thinking for you and your students for more on the neuroscience that backs up the idea of walking meetings.

And I’ll admit, as a side note, that I personally have trouble sitting properly in chairs: I’m a floor person who likes to sprawl out, or slouch down in a reclining position with my feet up, and I need to stand up and walk around a lot. I think this is more of a personal preference and a physical need (my back gets stiff) than a neurodivergent thing, but owning this and informing people is important.

I’ve found it helpful to say to new folks, “Just so you know, I get uncomfortable sitting in the same position for too long and I move around a lot. If you see me doing this, or standing up and stretching when there’s a break in the discussion, it’s not because I’m bored or not paying attention. Just continue the meeting as usual–I’m taking care of what I need so you don’t have to do anything differently.” I’ve found that folks respect this and often relate to it, and it gives them permission to monitor and accommodate their own needs, as well.

A teacher named Sophie mentioned encouraging comfortable seating and clothing as an important support for ND educators. For some folks with sensory issues, clothing can be a huge distraction, as can certain chairs, and encouraging educators to prioritize physical comfort so they can teach at their best is a great suggestion.

Another aspect of this mentioned by educators online is the need for organizational tips. Some neurodivergent educators may struggle with managing their responsibilities, keeping on top of paperwork, and turning things in on time. So, as Altaira, suggested, “regular organization tips and time to try them out (so…40 Hour Teacher Workweek vibes) and more specific positive feedback. We tend to be really hard on ourselves and read neutral/negative as ‘they hate me and my career is ove’r.” Many teachers feel like they are only spoken to about their organization or time management when they make a mistake, and they would like to see their successes acknowledged.

The idea of providing organizational tips and time to try them out is often important for ND educators. In fact, I’ve found that the 40-Hour Teacher Workweek, particularly the Fast Track program (a six-week condensed version), has been really successful for many ND teachers because it focuses on organization.

40 Hour Fast Track explicitly teaches systems for how to make a to-do list, set priorities, organize classroom materials and papers, and keep lesson planning and grading organized. These are the types of things that are not necessarily taught to teachers, and they’re just expected to figure it out. This can be tough since everyone has a different approach, and things that seem obvious to someone like me, for whom this comes naturally, are not obvious to others.

So I’ve seen firsthand the power of providing teachers with organizational and time management tips, giving them time to experiment and try them out before adding more, and providing feedback on how they’re doing, including positive feedback.

The truth is that even neurotypical teachers may be disorganized and struggle to stay on top of all the papers, emails, and digital tools required of them. It’s a lot, and processes and systems for these things should be explicitly taught. This could be an optional after-school PD, or maybe a “Time Management Club” that meets once a month during lunch or whenever the teachers would like to meet, even after school at a café or a happy hour, to talk about what’s working and what’s not working.

Reflecting on different strategies could be very informal, but I like the idea of making this issue visible. So many teachers are silently struggling with organization and time management, and they don’t feel like they can talk about it. They feel like all their colleagues are totally on top of it, but the truth is, most people are struggling with this.

That’s part of why the 40 Hour Teacher Workweek is so powerful—it gives you that community to bounce ideas off. I also recommend having something within your school, maybe just one or two other teachers you talk with about this. We need to remove the stigma around those who struggle with organization and time management. There is nothing wrong with them. I often say that if you can’t get the job of teaching done in 40 hours a week, it’s not because there’s something wrong with you; it’s because the job isn’t designed to fit into 40 hours a week. There’s too much to be done, and if you struggle to do it, that is absolutely normal, and there are systems and processes that can help.

So positive feedback and organizational tips are another recommendation for supporting not only neurodivergent teachers but also anyone who feels they are not as strong at organization and staying on top of their tasks.

Lynn mentioned her desire for workshops on executive functioning. She’s never been trained on executive functioning, and she knows it’s a struggle for her. She would love to have something like that offered as a PD.

Sulyn wrote, “I was not diagnosed until I was in my thirties, so I feel like much of my career has been a struggle with executive functioning aspects of the job. I wish there were workshops for strategies for TEACHERS with such issues.”

You all know I’m already a huge proponent of PD that actually addresses the needs of teachers and not just shows them how to better meet the needs of students. The vast majority of PD is either centered around perfunctory mandatory trainings, like blood-borne pathogens or mandated reporting, or the new LMS system, or it’s centered around improving student achievement. But teachers are in education as a career — they need support in doing their jobs better, like any other employee. There should be PD based on time management, organization, executive functioning, prioritizing tasks, using artificial intelligence tools as assistants to help streamline their work, and so on.

AI can be really powerful for neurodivergent educators. Folks with dyslexia can have ChatGPT proofread for them. Folks who have trouble making inferences can ask chatGPT for help. AI can summarize long text, put a paragraph into bullet points, create plans of action to break down a large project into smaller steps, and tons of other tasks that can really make a difference for ND teachers.

So offering AI trainings as one PD option could be useful, but effective PD always involves choice. For admins listening to this, be sure to ask teachers what topics or skills they would like to receive professional development on. You don’t have to guess or assume, or take my word for it. This applies to everything I’ve said in this whole podcast: ask the actual humans in your school what they need. I promise you, just asking the question “What kind of support would be helpful?” is a powerful starting point, particularly when you actually listen to the answer. That is more important than anything else.

Tell your teachers, “I listened to this podcast that really opened my eyes to the fact that our school/district could be providing more support. What do you need?” Ask it as an open-ended question, then say, “The podcast suggested these things. In fact, here’s the link to the article or episode. Check it out and let me know—would any of this be helpful to you? If you like all of it, then tell me, where should we start? What’s the most important thing I can offer you?”

Ideally, two or three different options for PD can be offered, and teachers can show up to the one that they want to attend. This can even be done EdCamp style, where it is all teacher lead where teachers are taking turns leading the sessions, and no one is really presenting, but we’re just discussing so maybe there’s like one article or some talking points to discuss and then teachers can brainstorm solutions from there. Don’t be afraid to get creative with PD, and again follow your teachers’ lead. They will tell you what they want

Sidenote: Teachers, please make sure you are actually telling your administrators what you want. We all know the stereotype of the teacher just complains and doesn’t like anything that’s suggested.

If you never like anything, then your administrators are going to stop caring about what you think and just make you do things that are easiest for them. It’s the same way in the classroom, right? The kid who always complains and doesn’t like any of your activities – you just give up on trying to please them.

So don’t be that person. Think about what supports or training would actually be useful. Is there a person that you would like to present PD or a skill or topic you’d like to see? Don’t make your administrator try to read your mind and figure out what you want.

What’s good for neurodivergent educators benefits EVERYONE

So as we look back on these recommendations, I think it’s clear: As with students, what’s good for teachers who have unique needs is generally good for the majority.

And, finding that overlap between what’s best for kids and what’s best for teachers? That applies here, too. A teacher named Heather said it this way: “I think most things that would be good for ND kids would also help me as a teacher — smaller classes, fewer transitions or some downtime between transitions, opportunities to pursue areas of interest (during PD, for ex), more movement, normalize sensory regulation strategies.”

Advocate for yourself and your fellow educators! What’s good for teachers here is also good for kids.

Your Takeaway Truth for the week ahead is from @_candace_always on Twitter, who said the question in her mind isn’t whether there are supports available and what should they look like, but rather “What does it look like for you is the question. Then you ask for work accommodations. Go for it. You need the support. Ask for it!!! No one knows better than you!!”

Further Reading

Educator responses to my question on X/Twitter

Educator responses to my question on Facebook

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

When “That Kid” Becomes the Teacher: A neurodivergent educator’s perspective.

Ideas for ADHD accommodations at work

Know Your Rights

U.S. Department of Justice – ADA Overview: This official resource provides a comprehensive overview of the ADA, including its applicability to employment and reasonable accommodations. It clarifies that employers must provide accommodations to employees with disabilities, including teachers, to ensure they can perform essential job functions.

Equal Employment Opportunity Commission (EEOC) – ADA and Reasonable Accommodation: The EEOC is the federal agency responsible for enforcing the ADA. Their guidelines state that employers, including educational institutions, must provide reasonable accommodations to employees with disabilities.

National Education Association (NEA) – ADA and Teachers: The NEA provides guidance specifically for educators, explaining how the ADA applies to teachers and the types of accommodations that may be required in educational settings.