Disclosure of Neurodivergency At Work as a Teacher/Educator

🚫 Why Don’t Neurodivergent Teachers Feel Safe Disclosing?

• Stigma & Ableism: Fear of being judged, disbelieved, or seen as less capable is widespread. Many report outright hostility, negative assumptions, or being discounted by colleagues and supervisors if they disclose (1,3,5,6).
• Job Security Fears: Some worry disclosure could threaten their job or career progression (3).
• Repeated Disclosure Fatigue: Disclosure isn’t a one-time event—teachers must repeatedly “come out” to new colleagues or in new settings, each time risking a negative response (1,10).
• Lack of Trust: Disclosure is only considered when there’s trust; hostile or unsupportive environments make it much less likely (10).
• Privacy Concerns: Some want to protect their privacy or avoid being labelled, especially if they’ve experienced discrimination before (5,9).
• Ineffective Support: Even after disclosure, accommodations may not be provided or may lead to restricted opportunities, making disclosure feel risky and unrewarding (1,6).
• Internalized Stigma: Many feel shame or guilt, or worry about not being “disabled enough” to deserve support (9,14).

💬 What Do Neurodivergent Teachers Say About Disclosure?

• “I’m more worried people won’t take it seriously.” (10)
• “Disclosure comes with a sense of guilt or shame.” (9)
• “I only disclose when I feel safe and it’s necessary.” (9)
• “I fear losing my job if I’m open about my disability.” (3)

🔄 The Impact of Not Disclosing

• Masking: Many hide their neurodivergence, which can lead to exhaustion, burnout, and mental health struggles (1,14).
• Missed Support: Fear of disclosure means many don’t access the accommodations they need (1,5,6).
• Isolation: Not disclosing can lead to feeling alone and unsupported at work (9,10).

🛠️ What Helps?

• Supportive, trained colleagues and leaders
• Clear, private, and non-judgmental disclosure processes
• Visible neurodiversity-affirming policies and role models (1,3,6,9)

Let’s create safer, more inclusive schools where
neurodivergent teachers can thrive—without fear.

1. Earnest, D., & Crowley, Z. (2025). Time Literacy: Academic Support for Neurodivergent Students in Higher Education. Cognition and Instruction, 43, 98 – 133. https://doi.org/10.1080/07370008.2025.2463652.
2. Mellifont, D. (2021). Facilitators and Inhibitors of Mental Discrimination in the Workplace: A Traditional Review. Studies in Social Justice. https://doi.org/10.26522/ssj.v15i1.2436.
3. Kim, Y., & Cejas, D. (2023). Empowering differences: Disability in child neurology training. Annals of the Child Neurology Society, 1. https://doi.org/10.1002/cns3.20036.
4. Leifler, E., Borg, A., & Bölte, S. (2022). A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders. Journal of Autism and Developmental Disorders, 54, 1611 – 1617. https://doi.org/10.1007/s10803-022-05643-7.
5. Godfrey-Harris, M., & Shaw, S. (2023). The experiences of medical students with ADHD: A phenomenological study. PLOS ONE, 18. https://doi.org/10.1371/journal.pone.0290513.
6. Tarantino, G., Makopoulou, K., & Neville, R. (2022). Inclusion of children with special educational needs and disabilities in physical education: A systematic review and meta-analysis of teachers’ attitudes. Educational Research Review. https://doi.org/10.1016/j.edurev.2022.100456.
7. Coffey, J., & Lovegrove, E. (2023). More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study. Journal of Teaching and Learning for Graduate Employability. https://doi.org/10.21153/jtlge2023vol14no2art1790.
8. Cunff, A., Giampietro, V., & Dommett, E. (2024). Neurodiversity and cognitive load in online learning: A focus group study. PLOS ONE, 19. https://doi.org/10.1371/journal.pone.0301932.
9. Black, M., Helander, J., Segers, J., Ingard, C., Bervoets, J., De Puget, V., & Bölte, S. (2024). Resilience in the face of neurodivergence: A scoping review of resilience and factors promoting positive outcomes.. Clinical psychology review, 113, 102487 . https://doi.org/10.1016/j.cpr.2024.102487.
10. Gulka, E., Gelech, J., & Bergen, J. (2025). Reciprocal Disclosures: How Postsecondary Instructors Who Are Public About Mental Illness and Neurodivergence Experience Student Disclosures of Personal Challenges. Journal of Education. https://doi.org/10.1177/00220574251327756.
11. Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British Medical Bulletin, 135, 108 – 125. https://doi.org/10.1093/bmb/ldaa021.
12. Osifo, O., & Terashima, M. (2024). Addressing Barriers in the University Campus Environment for Neurodivergent Students.. Studies in health technology and informatics, 319, 293-306 . https://doi.org/10.3233/shti240952.
13. Beaux, H., Karimi, P., Pop, O., & Clark, R. (2024). Guiding Empowerment Model: Liberating Neurodiversity in Online Higher Education. 2024 IEEE Frontiers in Education Conference (FIE), 1-9. https://doi.org/10.1109/fie61694.2024.10893125.
14. Jain, N. (2020). Political disclosure: resisting ableism in medical education. Disability & Society, 35, 389 – 412. https://doi.org/10.1080/09687599.2019.1647149.
15. Goodall, G., Mjøen, O., Witsø, A., Horghagen, S., & Kvam, L. (2022). Barriers and Facilitators in the Transition From Higher Education to Employment for Students With Disabilities: A Rapid Systematic Review. , 7. https://doi.org/10.3389/feduc.2022.882066.
16. Moriña, A. (2022). When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society, 39, 914 – 932. https://doi.org/10.1080/09687599.2022.2113038.
17. Mamboleo, G., Dong, S., & Fais, C. (2019). Factors Associated With Disability Self-Disclosure to Their Professors Among College Students With Disabilities. Career Development and Transition for Exceptional Individuals, 43, 78 – 88. https://doi.org/10.1177/2165143419893360.
18. Morrison, A. (2019). (Un)Reasonable, (Un)Necessary, and (In)Appropriate: Biographic Mediation of Neurodivergence in Academic Accommodations. Biography, 42, 693 – 719. https://doi.org/10.1353/bio.2019.0066.
19. Schwichtenberg, A., Mirah, K., Janis, A., West, M., & Atkin, A. (2025). Diversity in Education Study (DivES): Investigating a neurodiversity module in higher education. PLOS One, 20. https://doi.org/10.1371/journal.pone.0327379.

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