Inclusive Academia: Reflections on Autistic Graduate Teaching Assistants’ Experiences of Learning and Teaching in Higher Education
Open accessAbstract
This commentary presents a collaborative autoethnography exploring the experiences of two autistic Graduate Teaching Assistants (GTAs) who navigated postgraduate study and teaching responsibilities within UK higher education under overlapping contracts. Drawing from our shared autistic neurotype and broader neurodivergent experiences, we critically examine the distinct cognitive, emotional, and relational demands inherent to the GTA role. We reflect on how these challenges interact with our autistic processing, including executive functioning, sensory processing, and social communication, as well as the additional pressures arising from life circumstances such as parenting and the timing of diagnosis. Through this discussion, we illustrate how informal peer support, intuitive co-teaching arrangements, and neuro-affirming practices were critical protective factors, enhancing our sense of stability and reducing isolation. By examining the limitations of existing support structures, we draw from recent literature to recommend peer mentoring, accessible onboarding, flexible roles, and university-wide neuro-inclusive training, with the intention of promoting inclusive changes that enhance well-being, academic success, and genuinely inclusive higher education settings.
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Organisational processes that lack clarity, consistency, or visibility may increase the cognitive effort required to navigate competing work demands and task transitions.
“organisational processes that lack clarity, consistency, or visibility may increase the cognitive effort required to navigate competing work demands and task transitions (Dark and Lauder, 2025)”
From The system-level organisational design framework: a neuro-cognitive trait interaction approach to workplace inclusion for autistic people (2026) · cites this paper as Dark and Lauder, 2025
Workplace systems that do not account for cognitive variation may unintentionally reproduce barriers by reducing predictability, accessibility, and clarity within work.
“workplace systems that do not account for cognitive variation may unintentionally reproduce barriers by reducing predictability, accessibility, and clarity within work (Dark and Lauder, 2025)”
From The system-level organisational design framework: a neuro-cognitive trait interaction approach to workplace inclusion for autistic people (2026) · cites this paper as Dark and Lauder, 2025
Transitions between environments, routines, and modes of working may introduce ongoing planning and adjustment demands.
“transitions between environments, routines, and modes of working may introduce ongoing planning and adjustment demands (Pfeiffer et al., 2024; Dark and Lauder, 2025)”
From The system-level organisational design framework: a neuro-cognitive trait interaction approach to workplace inclusion for autistic people (2026) · cites this paper as Dark and Lauder, 2025
Workplace communication that relies heavily on indirect or implied meaning may require additional interpretive effort, increasing uncertainty within interaction and collaboration.
“workplace communication that relies heavily on indirect or implied meaning may require additional interpretive effort, increasing uncertainty within interaction and collaboration (Longmire et al., 2024; Dark and Lauder, 2025)”
From The system-level organisational design framework: a neuro-cognitive trait interaction approach to workplace inclusion for autistic people (2026) · cites this paper as Dark and Lauder, 2025
Cites
University students with autism: the social and academic experiences of university in the UK
Gurbuz, E., Hanley, M., & Riby, D. M. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3741-4 · Cited by 232 · cited 2× · see citing works
“These challenges include, but are not limited to, deciphering unspoken expectations (Horlin et al., 2024), the ongoing need for self-advocacy, and the effort required to maintain energy levels through effective self-pacing (Gurbuz et al., 2018).”
Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis
Hamilton, L. G., & Petty, S. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1093290 · Cited by 185 · cited 2× · see citing works
“Emotional and relational demands may also be heightened, particularly in settings where compassion and empathy are interpreted and applied through neurotypical frameworks, which do not align with neurodivergent expressions of care and relational interactions (Hamilton & Petty, 2023).”
Davis, R., & Crompton, C. J. (2021) · Perspectives on Psychological Science · doi:10.1177/1745691620958010 · Cited by 136 · see citing works
Pryke-Hobbes, A., Davies, J., Heasman, B., Livesey, A., Walker, A., Pellicano, E., & Remington, A. (2023) · PLoS ONE · doi:10.1371/journal.pone.0290001 · Cited by 95 · see citing works
Eagle, T., Baltaxe-Admony, L. B., & Ringland, K. E. (2024) · ACM Transactions on Accessible Computing · doi:10.1145/3689648 · Cited by 20 · cited 1× · see citing works
“This approach mirrored the bene fi ts of body doubling, a technique often utilised by neurodivergent people to enhance focus, reduce overwhelm, and support task initiation through co-regulation and shared presence (Eagle et al., 2024).”
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Dark, J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1826284
Self-citation
- Authors
- Dark, J., & Lauder, K.
- Affiliations
- Birkbeck, University of London (GB)
- Cornell University (US)
- Corresponding author
- Dark, Jessica
- Venue
- Neurodiversity
- Publisher
- SAGE Publications
- Published
- 2025-11
- Volume
- 3
- ISSN
- 2754-6330 (ISSN-L)
- OpenAlex
- W7108217194
- Cited by
- 1
- References
- 5
- Citations by year
- 2026: 1
- FWCI
- 1.04
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Neurodiversity (publishedVersion, cc-by-nc)
- Funders
- School of Business, Economics, and Informatics at Birkbeck, University of London.
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Higher Education Practises and Engagement
- Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
- Keywords
- inclusive higher education, peer support, co-teaching, executive function, sensory processing, social communication, parenting while studying, timing of diagnosis, peer mentoring, academic well-being
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