“Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland / Neil KENNY in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1724-1737 Titre : “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland Type de document : texte imprimé Auteurs : Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur Article en page(s) : p.1724-1737 Langues : Anglais (eng) Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland [texte imprimé] / Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur . - p.1724-1737. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1724-1737 Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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