From the Inside Looking In?

Abstract

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.