Be an ally – your neurodivergent teachers need you to ‘have their back’

“Recently, I have seen a welcomed increase in the term ‘allyship’ and ‘advocacy’ in relation to neurodiversity.”

Over the last six months I stepped away from writing the ‘neurodivergent insider’ blog while I relocated to the East Sussex coast.  Now things are relatively settled, I feel ready to get back out there and advocate for neurodivergent teachers.   Recently, I have seen a welcomed increase in the term ‘allyship’ and ‘advocacy’ in relation to neurodiversity. Most notably the brilliant thought-provoking newsletter by, Professor. Amanda Kirby, ‘Neurodiversity and allyship’.  

To be an ally of neurodivergent teachers is within the gift of every school and college employer.

So, what does it mean to be an ally?  And how does it relate to neurodivergent teachers?  To be an ally is to align with a cause or campaign and actively support through positive and affirming actions. I have stated previously, I do not like the use of the term ‘support’ as it implies that something requires propping up, and I never felt like I needed or required ‘support’ – as a neurodivergent person and teaching professional I had skillfully developed techniques to navigate myself through a neurotypical world.  What I did require though, but never received, was an employer college that ‘had my back’ – I needed an ally.  To be an ally of neurodivergent teachers is within the gift of every school and college employer, it is not complicated to do so, start by making some documentary and practical changes.

·         Demonstrate as an employer you advocate for neurodivergent staff by ensuring that staff handbooks and other key staff material provide space to document how neurodivergent staff can be accommodated, present information that may be of interest, such as the ‘Access to Work scheme.

·         Be an ally by considering neurodivergent teachers at the planning stage of any new initiative or change to workload, for instance, concentrating lesson time into longer chunks of time from 1 hour to 1.5 hours, may increase feelings of fatigue for neurodivergent staff.  Timetabling the neurodivergent teacher in the same classroom for the subsequent lesson may lessen the burden somewhat.

The two suggestions are to encourage employer schools and colleges to think about how they can align the organisations procedures and practices into neuro inclusive practice.

If you want to find out more, please contact me via the contact form, or email me direct at: neurodivergentinsider@gmail.com

It’s time to stand up and be an ally for neurodivergent teachers!

References:

Neurodiversity and allyship | LinkedIn Prof. Amanda Kirby (22 Jan 2022)