Learning from autistic teachers: lessons about change in an era of COVID-19
Open accessAbstract
The Covid-19 pandemic resulted in major upheavals in the school education sector, particularly during periods of “lockdown” and remote working. While the impact of these changes on pupils, parents and school staff, both nationally and internationally, has been well-documented, there has been scant consideration of the effects on disabled educators. In addition, the mixed nature of the existing research findings in the special education context – revealing positives, as well as negatives from Covid-related adjustments – suggests the need to learn broader lessons from the impact of these measures. In this article, we report on findings from in-depth, semi-structured interviews with 21 autistic school staff working in a range of roles in schools in the UK. Using thematic analysis, participants’ experiences of lockdown were analysed. Importantly, these were also compared with participants’ experiences outside of the pandemic. The resulting five themes – sensory issues and the working environment; communication and social barriers and freedoms; stresses and strengths associated with technology; navigating home/school boundaries; and modalities of change – revealed some of the significant difficulties autistic school staff typically experience in their work, as well as the factors that intersect with these. Although periods of Covid-related measures created additional stresses for participants, they also provided a respite from the usual pressures, and indeed enabled their strengths – including an ability to manage change – to be more manifest. Valuable insights, which could benefit autistic school staff, pupils with special educational needs and disabilities, and the whole school community in the UK and beyond, are discussed.
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Qualitative findings showed that many participants believed WFH helped them to feel less anxious.
“Qualitative findings showed that many participants believed WFH helped them to feel less anxious [60]”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Some described confusion between home and work boundaries as negatively affecting self-identity, as they had different 'work personas' that they had to negotiate when WFH.
“Additionally, some described confusion between home and work boundaries as negatively affecting self-identity, as they had different 'work personas' that they had to negotiate when WFH [60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Qualitative findings showed that many participants believed WFH helped them to feel more relaxed.
“and more relaxed [60]”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
This meant they could choose to work during the hours they were most effective, taking breaks when needed, allowing them to feel they had greater autonomy.
“This meant they could choose to work during the hours they were most effective [57,59], taking breaks when needed [39,50], allowing them to feel they had greater autonomy [42,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
When in the workplace (rather than at home) participants often struggled with distracting background noises, overly bright lights, odours and unwanted physical contact, all of which caused substantial sensory distress and could reduce focus, productivity and cause fatigue, particularly for those with ASD.
“when in the workplace (rather than at home) participants often struggled with distracting background noises, overly bright lights, odours and unwanted physical contact, all of which caused substantial sensory distress [54,58,60] and could reduce focus, productivity [39] and cause fatigue [60], particularly for those with ASD.”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Due to the absence of sensory triggers, spare time was not taken up with recovering from sensory overload and could instead be spent on other activities.
“Due to the absence of sensory triggers, spare time was not taken up with recovering from sensory overload and could instead be spent on other activities [60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Not commuting allowed more time for learning new technological skills.
“and learning new technological skills [60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Some participants described the benefits of video meetings, suggesting they were more efficient and less complicated than in-person meetings as less time was spent on social niceties.
“Some participants described the benefits of video meetings (sub-theme: 'Increased use of video calls'), suggesting they were more efficient and less complicated than in-person meetings as less time was spent on social niceties [47,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Technological problems such as poor internet connection and sound issues on video calls were cited as challenges.
“and technological problems such as poor internet connection and sound issues on video calls were cited as challenges [42,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Some participants with ASD preferred in-person communication because of the availability of visual cues to ensure they responded appropriately; opportunities to ask questions instantly and directly, making it easier to receive immediate feedback and ability to demonstrate to colleagues that they were being productive.
“Some participants with ASD preferred in-person communication because of the availability of visual cues to ensure they responded appropriately [60]; opportunities to ask questions instantly and directly, making it easier to receive immediate feedback [42] and ability to demonstrate to colleagues that they were being productive [47].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Online meetings were often more frequent and longer than in-person meetings, leading to 'Zoom fatigue', struggles prioritizing tasks and working after-hours, which could negatively affect mental health.
“Online meetings were often more frequent and longer than in-person meetings [39,60] leading to 'Zoom fatigue' [49], struggles prioritizing tasks and working after-hours, which could negatively affect mental health [39].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
As a result, the professional and social rules of remote meetings (e.g. knowing when to talk and when to listen) were unclear.
“As a result, the professional and social rules of remote meetings (e.g.knowing when to talk and when to listen) were unclear [37,39,44,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Reliance on non-verbal cues could be difficult and distracting on video calls, which failed to adequately capture facial expressions and body language making it difficult to gauge the reactions of others.
“Reliance on non-verbal cues could be difficult and distracting on video calls, which failed to adequately capture facial expressions and body language making it difficult to gauge the reactions of others [37,39,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
People with young children at home struggled to focus on work due to noise and interruptions.
“People with young children at home struggled to focus on work due to noise and interruptions [44,47,60]”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
For some, learning how to use the technology was difficult.
“However, for some, learning how to use the technology was difficult [60]”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Participants in several studies described experiencing distractions while WFH.
“Participants in several studies described experiencing distractions while WFH [41,42,44,47,55,56,58,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Participants in two qualitative studies acknowledged the benefits of learning new technological skills.
“Participants in two qualitative studies acknowledged the benefits of learning new technological skills (sub-theme: 'Increased use of technology') [42,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Online meetings were perceived by some as less anxiety-inducing than in-person meetings and beneficial from a sensory perspective.
“Online meetings were perceived by some as less anxiety-inducing than in-person meetings [54] and beneficial from a sensory perspective [57,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Employees had to establish new routines, which could be difficult, worsen stress and increase workload.
“Employees then had to establish new routines, which could be difficult [38,55,60], worsen stress [53] and increase workload [39].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Most participants had experienced an abrupt shift to homeworking which was perceived to cause anxiety.
“As nearly all included studies took place during the COVID-19 pandemic, most participants had experienced an abrupt shift to homeworking which was perceived to cause anxiety [41,44,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
Some participants with ASD found eye contact to be stressful and more intense in video calls than in person.
“Some participants with ASD found eye contact to be stressful and more intense in video calls than in person [44,60].”
From Homeworking experiences of neuro-divergent workers: systematic review (2024) · cites this paper as [60]
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Sorted by citations
Impact of the COVID-19 Pandemic on Autistic Adults: a Scoping Review
Scheeren, A. M., Crane, L., Heyworth, M., & Pellicano, E. (2023) · Current Developmental Disorders Reports · doi:10.1007/s40474-023-00268-6 · Cited by 26 · see citing works
Self-citationWood, R. (2023) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12612 · Cited by 13 · see citing works
Self-citationSelvik, S., & Herrebrøden, M. K. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104445 · Cited by 13 · see citing works
Autistic-inclusive employment: a qualitative interpretive meta-synthesis
Morris, R., Southey, S., & Pilatzke, M. (2025) · The British Journal of Social Work · doi:10.1093/bjsw/bcaf024 · Cited by 11 · see citing works
Homeworking experiences of neuro-divergent workers: systematic review
Brooks, S. K., Hall, C. E., Rogers, M. B., & Greenberg, N. (2024) · Occupational Medicine · doi:10.1093/occmed/kqae095 · Cited by 9 · see citing works
An Introduction to Research Methods and Ethics in Neurodiversity Studies
Jackson‐Perry, D., & Rosqvist, H. B. (2024) · Springer eBooks · doi:10.1007/978-3-031-66127-3_1 · Cited by 9 · see citing works
Learning from the Experiences of Autistic Professionals Working in Health and Education
Curnow, E., Maciver, D., Johnston, L., Murray, M., Johnstone‐Cooke, V., Utley, I., Jenkins, N. D., Meff, T., Muggleton, J., & Rutherford, M. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0168 · Cited by 9 · see citing works
‘Sea‐glass survivors’: Autistic testimonies about education experiences
Shepherd, J., Sutton, B., Smith, S., & Szlenkier, M. (2024) · British Journal of Special Education · doi:10.1111/1467-8578.12506 · Cited by 6 · see citing works
Strangers and Friends: Navigating Neurodiverse Research Collaboration
Pearson, A., Rosqvist, H. B., Kapp, S. K., Hultman, L., Watson, C., Williams, G., Wiklund, S. Ö., Stenner, P. H. D., Botha, M., & O’Dell, L. (2024) · Springer eBooks · doi:10.1007/978-3-031-66127-3_7 · Cited by 6 · see citing works
Strengths, Challenges, and Experiences of Neurodivergent Faculty in Academia
Bressman, N. R., Fritz, H. L., Freeman, A. R., Bradley, C. J., Koehl, M. A. R., Müller, U. K., & Carlson, H. N. (2026) · Integrative and Comparative Biology · doi:10.1093/icb/icag019 · Cited by 4 · see citing works
Inclusion of young children with autism spectrum disorder during the COVID-19 lockdowns
Mzimela, J. (2023) · South African Journal of Education · doi:10.15700/saje.v43ns1a2379 · Cited by 3 · see citing works
‘We are here and we deserve it’: being an autistic teacher in Poland
Wood, R., Gagat‐Matuła, A., Domagała–Zyśk, E., & Butynski, M. M. V. (2025) · International Journal of Inclusive Education · doi:10.1080/13603116.2025.2518393 · Cited by 7 · see citing works
Self-citationSpiegler, J., Arhin-Acquaah, K. I., Hamilton, C., Timmerman, A., Romualdez, A. M., & Pellicano, E. (2025) · Neurodiversity · doi:10.1177/27546330251406910
Tassone, A. U., Breitenfeldt, K. E., DeLucia, E. A., Albright, J., & McDonnell, C. G. (2024) · Autism in Adulthood · doi:10.1089/aut.2023.0119 · Cited by 2 · see citing works
The Impact of COVID-19 Prevention Measures on Interagency Hotshot Crews in 2020
Belval, E. J., McCaffrey, S., Finney, T., Calkin, D. E., & Greer, S. (2022) · Journal of Forestry · doi:10.1093/jofore/fvac032
Daulay, N., Darmayanti, N., Wahyuni, S., & Bukhori, B. (2025) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2025.2459483
What Autistic-Led Theories Mean for Education
Murray, F., & Friedman, S. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-4445-4.ch001
Guo, R., Shen, Y., Hinson-Williams, J., LaPoint, S., McKinnon, R., Wood, R., & Bottema‐Beutel, K. (2025) · Autism in Adulthood · doi:10.1177/25739581251395441
Self-citationThe Experience of Autistic Professionals Working in Health and Education: A Systematic Review
Curnow, E., Maciver, D., Meff, T., Muggleton, J., Johnston, L., Gray, A. H., Day, H., Kourti, M., Utley, I., & Rutherford, M. (2025) · Autism in Adulthood · doi:10.1177/25739581251392464
More than inclusion: reimagining secondary education through neurodiversity-affirming practice
Lang, J., Wood, R., Inchley, J., Haughton, D., Turner, F., Gajwani, R., Minnis, H., & Press, M. (2026) · London Review of Education · doi:10.14324/lre.24.1.06
Self-citationEllenberg, A., Batkin, D., Elliott, M., West, S., Shore, S., Kofner, B., Cutler, M., Ashraf, A., Dorelien, A. M., Balogun, L., et al. (2026) · Adult Learning · doi:10.1177/10451595261464588
Lincă, F. I., & Marin, E. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1875809
Neurodivergent pupils' school distress and attendance difficulties: Staff insights and experiences
Fielding, C., Hanley, M., & Riby, D. M. (2026) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.70163
Rosqvist, H. B., Deacon, L., & Guthrie, J. (2026) · Springer eBooks · doi:10.1007/978-3-032-18034-6_1
- Authors
- Wood, R., Crane, L., Happé, F., & Moyse, R.
- Affiliations
- University of East London (GB)
- University College London (GB)
- Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK
- Corresponding author
- Wood, Rebecca
- Venue
- Educational Review
- Publisher
- Informa UK Limited
- Published
- 2022-08-11
- Volume
- 76
- Issue
- 5
- Pages
- 1209-1231
- ISSN
- 0013-1911 (ISSN-L)
- 1465-3397
- OpenAlex
- W4296571091
- Cited by
- 24
- References
- 82
- Citations by year
- 2026: 6 · 2025: 8 · 2024: 6 · 2023: 3 · 2022: 1
- FWCI
- 9.70
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Educational Review (publishedVersion, cc-by)
- Research Portal (King's College London) (publishedVersion, other-oa)
- ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (submittedVersion, cc-by-sa)
- UCL Discovery (University College London) (submittedVersion)
- University of Birmingham Research Portal (University of Birmingham) (submittedVersion, other-oa)
- Funders
- John and Lorna Wing Foundation.
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Keywords
- COVID-19 pandemic, school lockdown, special educational needs and disabilities, sensory disturbances, communication barriers, educational technology, coping with change, remote teaching
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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