Neurodiversity Celebration Week: staff reflections

This Neurodiversity Celebration Week, we are reflecting on this year’s theme by asking a simple question: what would we like neurotypical colleagues to know about our strengths?

We have gathered personal reflections from colleagues across our trust. These anonymous contributions highlight the strengths, perspectives, and value that neurodivergent staff bring to our workplaces, and how creating inclusive environments allows both staff and students to thrive.

You can read their reflections below:

“One of my autistic strengths is my sense of justice and fairness. This helps me spot inequality in the workplace, which means I can suggest good solutions on how to tackle it. I would like people to know that when I am my authentic self in the classroom, it supports the belonging of my neurodivergent students and raises their aspirations.”

“Having dyslexia has never been a barrier that held me back; instead, it has been the very fuel that pushed me to work harder and go further. I see my neurodivergence as a profound gift that has shaped my resilience and provided me with a unique perspective on the world. This journey has not only driven my growth as a human being but has also deeply enhanced my ability to be an empathetic and creative teacher.”

“My ADHD allows me to bring high energy, creativity, and adaptability to the classroom. It helps me connect easily with students, especially those who think differently. I try to model self-awareness and resilience, and my perspective allows me to celebrate different ways of thinking. I encourage students to approach literature and writing with openness and curiosity, and I work to create a classroom where they feel safe to experiment, ask questions, and develop their own voice.”

“As someone with ADHD, I believe my strengths are my energy, adaptability, and capacity to hyperfocus on what interests me within my work. This allows me to achieve impactful and fulfilling work when it matters most.”

“Rather than seeing a ‘deficit’ of attention, my ADHD allows me to notice details others may overlook, recognise patterns, and generate multiple ideas to problem-solve quickly. When I feel passionate and supported, I am highly productive and able to master areas of knowledge efficiently. This means the lessons I deliver encourage students to think deeply, explore engaging content, and develop curiosity and creativity. My strong sense of justice drives my commitment to ensuring students receive the quality of education they deserve.”

“My ADHD (predominantly inattention) translates into a high level of empathy and a non-linear way of thinking that is great for innovation. I thrive when I can lean into my strengths of divergent thinking and intensive focus on high-interest tasks.”

We hope these reflections encourage greater understanding and appreciation of the strengths neurodivergent colleagues bring, and the importance of creating an inclusive environment where everyone can be their authentic self.