Ei-iE

Across the world, education systems are starting to become more diverse. However, they are not necessarily more inclusive. As a neurodivergent educator and researcher, I have had first-hand experience of how much potential is lost when classrooms and workplaces are designed around narrow expectations of how people should be thinking, communicating, or processing information.

Global awareness of neurodiversity as the natural variation in how humans think and learn is definitely growing, supported by accessible information from organisations such as the National Autistic Society and the Autistic Self Advocacy Network. However, practical support for neurodivergent educators and learners still remains inconsistent and is often very dependent on individual goodwill rather than system-wide commitments.

For unions, leaders, and policymakers, this is no longer a marginal concern. The strength, sustainability, and fairness of education systems depend on getting neuroinclusion right, starting with the people who make education possible.

Inclusion begins with the workforce

Many neurodivergent educators mask their differences at work to avoid stigma or misunderstanding. Suppressing natural communication patterns, sensory needs, or processing styles may help individuals “blend in,” but the personal cost is high: stress, burnout, and diminished well-being.

Unions have a vital role in ensuring that neurodivergent staff have the right to work without fear of discrimination and without pressure to mask.

Reasonable adjustments should be normalised

Educators have reported they have to frequently justify accommodations such as:

• receiving written instructions
• quieter workspaces
• reducing sensory load
• adjusting timing of demanding tasks

These adjustments are aligned with international guidance on inclusive workplaces, and this includes the International Labour Organization Guidelines on the Promotion of Decent Work for Persons with Disabilities. It’s essential to normalise such accommodations, instead of treating them as exceptions. This will reduce stigma and supports workforce retention.

Leadership development must reflect communication diversity

Neurodivergent educators often communicate differently: they are more direct, more analytical, or more reflective. These are strengths, yet leadership norms in education frequently reward quick responses, implicit social cues, and extroversion.

Leadership pathways should:

• recognise diverse communication as legitimate leadership
• train managers in neuroinclusive communication
• evaluate leadership potential through strengths, not stereotypes

Unions can advocate for leadership frameworks that align with inclusive leadership principles found in the OECD Education 2030 Learning Compass.

Rethinking learning design for neurodiverse students

Classrooms typically show neurotypical norms, but inclusive learning design is imperative to be inclusive for all learners.

1. Clarity reduces anxiety

Clear, early communication is important for assessments, schedules, and expectations which will reduce cognitive load for learners who struggle with ambiguity. This is in line with Universal Design for Learning (UDL) principles which is developed by CAST.

2. Allow multiple ways for learners to show understanding

Students will benefit in how they can demonstrate learning through:

• written work
• oral explanations
• visual presentations
• project-based assessments

Flexibility will improve fairness and this is aligned with international recommendations from UNESCO’s Inclusive Education Policy Guidelines.

3. Sensory-aware classrooms will benefit all learners

It’s essential to reduce noise and provide environments which are low-stimulation spaces which can improve focus for all students, not just neurodivergent learners.

Bridging the “double empathy gap”

Research undertaken by Dr. Damian Milton on the double empathy problem clearly highlights that communication barriers which exist amongst neurodivergent and neurotypical individuals can arise from mutual misunderstanding, not just from deficits which can exist in the neurodivergent person.

Educators and students often experience misinterpreted tone, confusion around expectations, or unintentional social pressure.

Two simple, low-cost shifts can improve communication:

• Assume difference before deficit, ask questions before interpreting behaviour
• Offer communication choices - verbal, written, asynchronous, or visual

These small adjustments reduce conflict and strengthen relationships.

Case examples from practice

Finland: sensory-friendly staff room

A primary school accommodated neurodivergent staff by creating a quiet “focus room” for staff who needed low sensory input. Neurodivergent teachers reported that helped them massively by reduced burnout, while neurotypical staff also appreciated that they had access to a calm space for planning.

New Zealand: flexible assessment pathways

A vocational college introduced plain-language assessment briefs and allowed video-based responses alongside written assignments. Pass rates improved for autistic and dyslexic learners without lowering academic standards.

South Africa: peer-led inclusion circles

A teacher union piloted monthly peer sessions where educators shared challenges and strategies. Neurodivergent educators reported feeling recognised rather than judged, improving retention.

Recommendations for education unions and affiliates

1. Embed neuroinclusion in collective bargaining agreements.

Include sensory adjustments, predictable communication, and flexible processes as standard rights.

2. Develop neuroinclusive leadership frameworks.

Value diverse thinking and communication styles in promotion pathways.

3. Provide training focused on practice

Use frameworks such as UDL principles and classroom design strategies.

4. Advocate for support that doesn’t require diagnosis.

Many educators and learners do not disclose their issues. Systems must offer support universally.

5. Model neuroinclusive culture internally.

Ensure union meetings, documents, and campaigns follow accessibility principles.

Inclusion is not an add-on, it’s the future

Supporting neurodiverse educators and learners is not just an equity issue. It is a strategic investment in creativity, innovation, and resilience across global education systems. Neurodivergent people bring insight and depth, but only when environments enable them to thrive.

With small, practical steps, unions and leaders can shift from unintentionally excluding to intentionally welcoming. The future of education is one where neurodiverse educators and learners succeed not despite their differences, but because of them.