Supporting neurodivergent science teachers: Inclusion, identity, and practical strategies

Following a well-received ASE 2025 session focused on the inclusion of neurodivergent students in science classrooms, this session shifts attention to educators themselves. Neurodivergent teachers—those with autism, ADHD, dyslexia, dyspraxia and other cognitive differences—often bring unique strengths to the classroom, but face institutional challenges that can impact wellbeing and retention. Many report feelings of isolation or the pressure to "mask" their needs in professional settings. This session draws on the presenter’s dual perspective as a science educator and neurodivergent professional, and is informed by emerging research, initial survey data, and conversations within informal support networks. A key aim of the session is to build community—creating space for participants to connect, share experiences, and explore the possibility of ongoing collaboration. Outcomes: By the end of the session, participants will be able to: •Recognise barriers commonly faced by neurodivergent colleagues •Reflect on their own role in creating inclusive professional environments •Take away a practical set of strategies and/or commitments to trial in their departments •Engage more confidently in conversations around neurodiversity in staffrooms and leadership meetings