“Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland

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Kenny, N., Doyle, J. K., O'Neill, C., Doyle, J. K., O'Kelly, J., Earley, F., & Neilson, S. (2026). “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland. Autism, 30(7), 1724-1737. https://doi.org/10.1177/13623613261440799

Publication date: 24 Apr 2026 Added to AutiHub: 12 Aug 2026 Type: Article Article language: English
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Authors

Publication authors
7
Publication authors identified as autistic
2 / 7 (28.6%)
  1. Neil Kenny
  2. Jessica K. Doyle *
  3. Claire O'Neill
  4. Jessica K. Doyle *
  1. Jane O'Kelly
  2. Fiona Earley
  3. Stuart Neilson

Abstract

This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication. Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Bibliography inclusion overview

These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:31.

Cited references
49
Total cited references integrated for this publication.
Cited references with an identified autistic author
19 / 49 (38.8%)
Cited author occurrences identified as autistic
30 / 191 (15.7%)
Among occurrences linked to AutiHub author records: 30 / 97 (30.9%). Distinct cited authors identified as autistic: 21 / 168 (12.5%).
Cited author occurrences linked to AutiHub author records
97 / 191 (50.8%)
Distinct linked cited authors: 74 / 168 (44.0%)
Linked cited-author occurrences not identified as autistic
67 / 97 (69.1%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 67 / 191 (35.1%). Distinct linked cited authors not identified as autistic: 53 / 74 (71.6%).
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