The education sector is the most popular field for autistic graduates in the UK to enter –but what actually supports their access and success at work? In a three-year research project in the department of Clinical, Educational, and Health Psychology at UCL, I'm asking What does inclusion and exclusion look like for autistic educators in UK schools? What are the most effective strategies for autistic staff inclusion, as understood by autistic and non‑autistic school leaders an

I thoroughly enjoyed talking to students on UCL's interdisciplinary arts and science (BASc) course today about how narrative can be used as a tool in autism science to conduct research that is rooted in the real exigencies of autistic people's lives. The BASc course integrates sciences and humanities, teaching students to work in an interdisciplinary way from the get-go. They're encouraged to use cross-disciplinary methods to start thinking about how to solve real world probl

I'm delighted to have had the opportunity to write a chapter for Neurodivergent Education and Lifelong Learning. In this chapter, I reflect on experiences of autistic learning and then the flip-side of this – autistic teaching – and consider the role of autistic educator experience in improving inclusion in schools and in improving systemic empathy for neurodivergent learners.