When we think about schools, we often focus on the students' needs. However, schools are also workplaces for many adults, including teachers, teaching assistants, administrators, and support staff, some of whom may be neurodivergent.
While we frequently develop strategies to help autistic pupils thrive, how often do we consider what our autistic colleagues might need?
In this article, I will focus on 10 practical strategies schools can implement to create an inclusive and supportive environment for neurodivergent staff, along with actions you can take right away.
1, Clear, direct and accessible communication
Just as with pupils, autistic employees often benefit from clear and concise communication. Ambiguity in instructions or feedback can cause anxiety, which in turn impacts job performance and wellbeing. Consider providing communication in multiple formats – verbally during meetings and in writing via follow-up emails or memos. This approach ensures that everyone is on the same page and avoids misunderstandings.
Try this: Review your communication methods and ensure important information is shared in multiple ways (e.g. verbally and in writing). After meetings, follow up with a clear written summary of key points and actions. Consider asking all staff if they have a preferred way to receive communication to accommodate different needs.
2, Respect for sensory and physical needs
Schools can be noisy, brightly lit, and chaotic environments – often overwhelming for neurodivergent individuals who might have heightened sensory sensitivities. Offering adaptable workspaces or quiet areas where staff can retreat during breaks can make a big difference. Small adjustments such as using softer lighting, reducing noise levels, or allowing the use of noise-cancelling headphones can help create a more comfortable environment for neurodivergent staff.
Try this: Create a quiet room where staff can take a sensory break. This could be an unused office or a repurposed staffroom corner with soft lighting and noise-reduction features like acoustic panels or soft furnishings.
3, Flexible working arrangements
Flexibility is key. While school schedules can be rigid, allowing for some flexible work arrangements – e.g. staggered start times or occasional remote working days – can be incredibly helpful for neurodivergent staff. Flexible hours enable people to work when they feel most productive and remote working days can offer a respite from sensory overload or social demands.
Try this: Review your current flexible working policies. Could you offer more flexibility in start and finish times? Have an open conversation with staff about their preferences and explore ways to meet their needs while maintaining school operations.
4, Training for managers and teams on neurodiversity
An inclusive workplace begins with understanding. Schools should ensure that managers and teams have access to training that helps them understand neurodivergent colleagues, including those who are autistic. By fostering empathy and understanding, schools can reduce stigma and create a more collaborative and inclusive culture.
Try this: Start with a 30-minute neurodiversity awareness session during a staff meeting. Focus on key concepts such as understanding autism, practical tips for supporting neurodivergent staff, and how to create a more inclusive environment. You can follow up with bite-sized resources or videos that staff can review at their own pace, rather than committing to extensive workshops.
5, Predictable routines and clear workflows
Neurodivergent people often thrive on routine, so offering predictable workflows and minimising unexpected changes can be beneficial. Sudden shifts in schedules or last-minute changes to responsibilities can cause anxiety. When possible, provide staff with advance notice of any changes and allow time for processing and planning.
Try this: Create a shared calendar where important dates, meetings, and changes are visible well in advance. Pair this with email or verbal reminders for critical events to reduce last-minute surprises.
6, Prioritise emotional safety
Psychological safety is crucial in any workplace. It is important to create a culture where staff feel they can express concerns or request adjustments without fear of judgement or dismissal. Neurodivergent employees in particular may need reassurance that they will be supported and understood. Open, supportive communication can go a long way in fostering emotional safety.
Try this: Implement a simple feedback system where staff can share concerns anonymously if they prefer. Consider appointing a wellbeing lead who can act as a point of contact for anyone needing additional support or advice.
7, Value strengths and special interests
Neurodivergent individuals often bring unique strengths to their roles. Whether it is attention to detail, a passion for specific subjects, or creative problem-solving skills, tapping into these strengths can benefit the entire school community. By valuing and fostering these talents, you can help your neurodivergent colleagues feel more engaged and motivated.
Try this: Identify individual strengths during appraisals or one-to-one meetings and explore ways to tailor roles or projects to match those strengths. Encourage staff to share their passions and expertise with their peers.
8, Social interaction: Support, don’t mandate
For some neurodivergent individuals, social interaction can be challenging or draining. It is important to offer structured, clearly communicated social opportunities but without making them mandatory. Respect that not everyone will feel comfortable participating in team lunches or after-school events. Offering optional involvement ensures that staff feel included without pressure.
Try this: Create low-pressure social events that don’t rely on large groups. A walking meeting or a book club might offer a way to connect that feels less intimidating than a big group gathering.
9, Inclusive recruitment and ‘on-boarding’
Inclusion should start at the recruitment stage. Schools can adapt their interview processes to be more neurodivergent-friendly, for example, by providing interview questions in advance, offering the option of virtual interviews, or allowing additional time for responses. Similarly, a more gradual “on-boarding” process with clear expectations can help new staff adjust to their roles at a manageable pace.
Try this: Review your recruitment materials to ensure they clearly state your commitment to neurodiversity. Offer interview adjustments – such as sending questions in advance – and make this known to all candidates as a standard option.
10, Autonomy and involvement
Autistic staff often thrive in environments where they have some control over their workspaces, routines, and the accommodations they need. Involving autistic staff in decisions about their work environment, job roles, and adjustments can increase job satisfaction and help them feel more included and valued.
Try this: Create a simple process where staff can request workplace adjustments, such as changes to their workspace or work schedule, in a low-pressure way. Invite feedback from autistic staff on how to improve the overall school environment and involve them in setting school-wide neurodiversity goals. Small, empowering actions can help create a sense of ownership and ensure the school is truly autism-optimised.
Final thoughts
These strategies don’t just benefit neurodivergent staff, they contribute to a more inclusive, supportive, and ultimately productive working environment for everyone. Schools are incredibly diverse environments and by considering how we can meet the needs of neurodivergent employees we can foster a workplace where all staff feel valued, safe, and able to thrive.
- Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Follow her on X @PookyH and visit www.pookyknightsmith.com. Find her previous articles and podcast/webinar appearances for Headteacher Update via www.headteacher-update.com/authors/dr-pooky-knightsmith