“There’s Only So Much the School Can Change About Itself … Before You Need to Change Something About Yourself”—a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers

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Jack, C., Crane, L., Kenny, A., Blaisdell, C., & Davis, R. (2024). “There’s Only So Much the School Can Change About Itself … Before You Need to Change Something About Yourself”—a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers. Autism in Adulthood, 7(4), 435-446. https://doi.org/10.1089/aut.2024.0047

Publication date: 22 Jul 2024 Added to AutiHub: 16 Sep 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

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Authors

Publication authors
5
Publication authors identified as autistic
1 / 5 (20.0%)
  1. Caryll Jack *
  2. Laura Crane
  3. Aisling Kenny
  4. Caralyn Blaisdell
  5. Rachael Davis

Abstract

Background: In Scotland, to become qualified to teach children in primary schools (aged 4–11 years), student educators must complete degree programs that include a combination of university- and school-based placement learning environments. Previous studies have examined the experiences of neurodivergent students in other professional degree programs, most notably in health care. Yet there is limited research considering the barriers and enablers for neurodivergent students in programs leading to careers in education. Methods: This study contributes to the evidence base by examining the experiences of neurodivergent student participants from two education studies programs run by one Scottish university: one including required professional placement experience in schools leading to professional teaching qualification status and the other a theory-based course with flexible community placement options. Nine neurodivergent students, all originally following the professional placement strand, participated in a semi-structured interview. Data analysis was led by a neurodivergent educator, using reflexive thematic analysis. Results: The resultant themes identified were named to reflect the lived experience of participants: Who we are matters; How we are matters; How we know matters; and What we need matters. Neurodivergent education students reported risk of withdrawal from and/or challenges within the professional strand program, particularly emphasized in relation to placements. They felt that they needed to navigate additional systemic barriers to reach the same result as neurotypical peers. Furthermore, they discussed how the accessibility and attitudes of others impact upon opportunities for disclosure, inclusion, and support. Our findings also suggest the possibility of an attitudinal hierarchy of neurodivergence acceptability occurring within educational environments. Conclusions: Neurodivergent students report a range of challenges when attempting to successfully complete education degree programs leading to the teaching profession. Our findings identify the need for greater advocacy, support, and inclusion of neurodivergent participation, which attends to the nuanced experiences that education students face.

Bibliography cited by this reference

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

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 20 Sep 2026 01:01.

Cited references
47
With a DOI
43
Without a DOI, from raw bibliography text
3
16 / 47 (34.0%) cited references include at least one author identified as autistic.
References with data to complete
2 / 47 (4.3%)
References with detected author names
45 / 47 (95.7%)
Without detected author names
2
Without a structured title
1
Without a stable identifier
3
References with raw author names still to review
1
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
118
From DOI or external metadata
118
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
1
70 / 118 (59.3%) names are linked to an author already present in AutiHub. 48 / 118 (40.7%) names are not yet linked.
Names linked to a person identified as autistic
32 / 118 (27.1%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 32 / 70 (45.7%). Distinct people identified as autistic: 26 / 105 (24.8%).
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