Neurodivergent teachers’ invisible work, health, and recognition in educational contexts
DOI:
https://doi.org/10.15448/1981-2582.2026.1.49529Keywords:
Occupational health, Neurodiversity, Teaching, Normalization, Inclusive education (IE)Abstract
This study critically examines how neurodivergent teachers are recognized and supported in educational contexts, with emphasis on the relationships among working conditions, teacher health, and institutional inclusion practices. A qualitative integrative literature review was conducted, encompassing empirical and theoretical studies published between 2005 and 2026 and identified in Scopus, Web of Science, ERIC, PsycINFO, and Google Scholar. Studies addressing neurodivergent teachers’ professional experiences were included, along with complementary research relevant to understanding their health, well-being, and working conditions; studies focused exclusively on students were excluded. Following the selection process, 31 studies comprised the final review corpus and were subjected to qualitative thematic analysis. Findings revealed a limited and geographically uneven body of literature, with a greater concentration of studies directly focused on neurodivergent teachers in international contexts and a scarcity of specific empirical research in Brazil. The synthesis identified experiences related to institutional invisibility, the predominance of neurotypical expectations of professional competence, social masking, cognitive and emotional overload, and barriers to accessing workplace support and accommodations. Conversely, recognition practices, reasonable accommodations, and institutional support emerged as relevant elements for their well-being and retention in teaching. The findings suggest that an understanding of inclusion centered exclusively on students remains insufficient, given the diversity also found among those who teach. In sum, this study contributes to broadening the inclusive education agenda by positioning neurodivergence as a legitimate dimension of teacher diversity and highlighting the need for institutional responses that are sensitive to neurodivergent teachers’ working conditions, health, and professional recognition.
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