I’ve noticed something troubling, but the need to share it kept building inside me—until I could no longer stay silent.
When I share a strategy or tool that has been helpful for me as a neurodivergent person and for my neurodivergent students, I often face more dismissal from other educators and even parents.
❌ "That won’t work."
❌ "That’s not effective."
Yet, when I share the same tool or strategy without mentioning that I’m neurodivergent (when the person doesn’t know me), the response is often much more positive and accepting.
I’m not alone in this. Many other neurodivergent educators have shared similar experiences, where our lived experience is ignored, even in education—a field that claims to support all learners.
The Dilemma of Neurodivergence Disclosure
Many neurodivergent professionals grapple with whether to reveal their neurodivergence at work. The fear of stigma and discrimination is pervasive, leading many to conceal their identities to avoid potential negative repercussions. As noted in Psychology Today, "There is real evidence that disclosure causes harm to neurodivergent people."
I wonder if this is why so many professionals choose not to disclose that they are neurodivergent. And I get it. It’s a personal decision. I respect that.
For a long time, I didn’t even think about it.
Then, three years ago, something happened that changed everything.
One student told me:
"I have an IEP, and all the teachers know. They see and judge me by that. You don’t know what that’s like. You found out you were neurodivergent as an adult."
That moment shifted everything for me. I felt almost challenged.
So, I decided to start openly sharing that I was neurodivergent—not just with my students, but with others. It felt fair. More than that, I saw how it empowered many of my students. They finally had a teacher who understood their experiences—not just in theory, but in reality.
But I also discovered there was a cost.
Professional Repercussions
The apprehension surrounding disclosure is not unfounded. Research has shown that neurodivergent employees often weigh the risks of openness against potential professional consequences. According to a Fortune report, many neurodivergent professionals choose not to disclose their conditions due to concerns about workplace bias, career stagnation, and limited growth opportunities. The report highlights that concerns about how managers and colleagues may react, coupled with uncertainty around workplace protections, further contribute to this hesitation.
This fear is reinforced by real consequences—those who disclose their neurodivergence often face higher scrutiny, exclusion from key networks, and a slower path to advancement. Additionally, many workplace policies do not adequately address the needs of neurodivergent employees, making it difficult to secure accommodations or equitable treatment. Without more explicit protections and a shift in workplace culture, many neurodivergent professionals feel forced to choose between authenticity and career stability.
Impact on Educators
In the educational sector, neurodivergent educators face unique challenges. While they can offer invaluable insights and serve as role models for neurodivergent students, their openness can sometimes lead to misunderstanding or lack of support.
One article in Psychology Today reported: "But when neurodivergent teachers are unsupported, when they cannot disclose, their ability to serve as role models is diminished." Without proper support, these educators may struggle to navigate the complexities of the profession, balancing the expectations placed upon them with the reality of their needs.
The article further emphasizes, "They are left unsupported in a system that demands flexibility and caring but gives none in return. They are not heard in a system that needs their input to make improvements that matter." This highlights a broader issue—without valuing the voices of neurodivergent educators, the educational system risks losing essential perspectives that could lead to meaningful, inclusive change.
As someone who experienced these challenges firsthand, I understand how difficult it can be to advocate for yourself in an environment that may not always recognize your strengths. Supporting neurodivergent educators isn't just about accommodations—it's about valuing their expertise, listening to their insights, and ensuring that they have the same opportunities to thrive as their neurotypical peers.
The Paradox of Representation
Representation matters. Having educators who share similar experiences can profoundly impact students' self-esteem and academic success. However, when these educators face biases or are discouraged from sharing their identities, the entire educational community suffers.
As highlighted by OPB, while representation is beneficial, neurodivergent educators often encounter unique challenges that their neurotypical peers do not. For instance, it stated this about one neurodivergent teacher: "When Numbers [the teacher] went to work at a different elementary school, she sought support for short breaks throughout the day. But she said in reality, those accommodations weren’t met.'
Moving Forward
Creating an inclusive environment requires thoughtful adjustments in education and workplaces. Organizations and educational institutions must actively work to reduce stigma, provide support, and foster a culture where neurodivergent individuals feel safe to disclose their identities without fear of professional harm. This involves training, policy changes, and a commitment to valuing diverse neurological perspectives.
In conclusion, while disclosing neurodivergence carries potential risks, it also offers an opportunity to challenge biases and promote inclusivity. By understanding and addressing the hidden costs associated with such openness, we can work towards a more equitable and supportive professional landscape for all.
A Call to Action
Next month is Neurodiversity Celebration Week. If you have not heard of this, please click here to learn more: https://www.neurodiversityweek.com/.
This is more than just an awareness week. It’s an opportunity to increase understanding and support neurodivergent individuals in education. Schools, workplaces, and communities have a chance to engage in meaningful conversations and amplify neurodivergent voices.
If your school or organization chooses to participate, use this as a moment to reflect on existing biases, implement more inclusive practices, and foster environments where neurodivergent individuals feel valued and supported. Remember, if we truly want to support all learners, we must also support the educators who reflect them.
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