Browsing by Person "Jack, Caryll"

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From the Inside Looking In?
(IGI Global Scientific Publishing, 2025-07) Jack, Caryll; Keates, Nathan; Waldock, Krysia Emily
Autistic and/or ADHD student primary teachers face increased barriers to successful completion of professional qualification degree programmes than their neurotypical peers. Encouraging acceptance, recognising strengths, and facilitating an increase in inclusive practice for Autistic/ADHD student teachers to thrive are necessary to reduce barriers to entering that profession, increase qualification success, and improve retention pre and post qualification. The aim of this chapter is to examine the author’s reflections as a late-diagnosed neurodivergent former primary teacher about lived experiences shared with and by current Autistic/ADHD student primary teachers.Direct participant quotes from ongoing research bridge the existential gap between the author’s ‘now’ lecturer/aware self and ‘then’ student/teacher unaware self.Together, their collective voices raise questions about inclusive practice in initial teacher education placement processes in Scotland; consider advocacy and representation; and reflect upon the iterative nature of identity in educational contexts encountered.
“There's Only So Much the School Can Change About Itself ...Before You Need to Change Something About Yourself" – a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers.
(Mary Ann Liebert, 2024-07-22) Jack, Caryll; Crane, Laura; Kenny, Aisling; Blaisdell, Caralyn; Davis, Rachael
Background: In Scotland, to become qualified to teach children in primary schools (aged 4-11 years), student educators must complete degree programmes that include a combination of university and school-based placement learning environments. Previous studies have examined the experiences of neurodivergent students in other professional degree programmes, most notably in healthcare. Yet there is limited research considering the barriers and enablers for neurodivergent students in programmes leading to careers in education. Methods: This study contributes to the evidence base by examining the experiences of neurodivergent student participants from two Education Studies programmes run by one Scottish university: one including required professional placement experience in schools leading to professional teaching qualification status, and the other a theory-based course with flexible community placement options. Nine neurodivergent students, all originally following the professional placement strand, participated in a semi-structured interview. Data analysis was led by a neurodivergent educator, using reflexive thematic analysis. The resultant themes identified were named to reflect the lived experience of participants: Who we are matters; How we are matters; How we know matters and What we need matters. Results: Neurodivergent education students reported risk of withdrawal from and/or challenges within the professional strand programme, particularly emphasised in relation to placements. They felt that they needed to navigate additional systemic barriers to reach the same result as neurotypical peers. Further, they discussed how the accessibility and attitudes of others impact upon opportunities for disclosure, inclusion, and support. Our findings also suggest the possibility of an attitudinal hierarchy of neurodivergence acceptability occurring within educational environments. Conclusions: Neurodivergent students report a range of challenges when attempting to successfully complete education degree programmes leading to the teaching profession. Our findings identify the need for greater advocacy, support, and inclusion of neurodivergent participation, which attends to the nuanced experienced that education students face.