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Flourishing in the Classroom: How Schools and Universities Can Support Neurodivergent Pre-Service Teachers

Despite the increasing diversity of students in schools the teaching profession has traditionally been positioned as a homogenous workforce. However, this is changing. Each year, more neurodivergent teachers enter the workforce, bringing diverse perspectives, strengths, and experiences. Yet, despite increasing enrolments of pre-service teachers with disabilities in Initial Teacher Education (ITE) programs, many still encounter systemic barriers in work-integrated learning (WIL) placements. These barriers impact their confidence, well-being, and long-term career success.

Our latest report, Becoming and Flourishing as a Neurodivergent Teacher, funded by ACEN, shines a spotlight on these challenges. The research, a collaboration between the ÐÓ°ÉÖ±²¥n Catholic ÐÓ°ÉÖ±²¥, the ÐÓ°ÉÖ±²¥ of Melbourne, the ÐÓ°ÉÖ±²¥ of Tasmania, and the ÐÓ°ÉÖ±²¥ of Glasgow, explores how education systems, universities, and schools can better support neurodivergent pre-service teachers as they transition into the profession.