This Autistic-led phenomenological qualitative study explores the experiences of Autistic Teachers in the Irish Education system. While autism has received attention in Irish educational research, it is notable that Autistic teachers are under-researched. This study was conducted by an Autistic teacher-researcher and used Interpretative Phenomenological Analysis to design and conduct semi-structured interviews with four Autistic teachers to address this significant gap in the literature. In the findings, participants described strengths including using monotropism advantageously in their teaching and the ability to form strong and empathetic relationships with their pupils. Experiences with colleagues were often influenced by a lack of autism-related understanding and sometimes stigma and negative biases. The physical, sensory, and organisational environments of schools had an overall negative impact on participants’ experiences. Recommendations resulting from the study include a need to increase whole school knowledge of autism and to encourage neurodivergent-friendly environments. The findings suggest that increased awareness is needed across the Irish education system including initial teacher education (ITE), professional development (PD), and support services. What support to provide, how to provide it, and to whom provide support to are areas for future study emerging from the research. Findings have implications for future practice, policy, and research.

This chapter is a collaborative project written by three neurodivergent doctoral researchers. It explores the phenomenon of Autistic masking in academia, through the lens of the neurodiversity paradigm, and its relationship with mental health difficulties. This autoethnographic account has a three-pronged purpose: (1) to communicate the need within academia to recognize Autistic staff, students, academics, and the conditions that allow them to thrive, (2) to advise fellow Autistics how to survive in institutions that are not yet equipped to support Autistic flourishing, and (3) to provide neurodiverse readers (that is, readers of all neurotypes) with a list of resources that will aid goals (1) and (2). Several broad themes are discussed throughout the chapter and include intersectionality, double-consciousness, self-division, ontological insecurity and power relations within academia. As thematic exploration of Autistic masking becomes more nuanced throughout the chapter, themes begin to reflect this fine-grained approach and include energy accounting, Autistic burnout, anxiety, and depression.