A critical realist analysis of the lived experiences of autistic teachers: "people don't see the person"
Publication Date
July 25, 2026
Creator
Bowhay, Helen
Abstract
Despite growing recognition of the importance of understanding the employment experiences of autistic adults, the perspectives of autistic teachers remain under-researched. This study explores the lived experiences of autistic teachers across their educational and professional journeys to identify the barriers they face and assets they bring to their work.
Bronfenbrenner’s Bioecological Process, Person, Context and Time (PPCT) model is used to explore the individual ecosystems of participants, with analysis conducted through a critical realist lens to uncover the structural, cultural and relational mechanisms shaping their lived experiences.
Life grids were used to support participants’ recollections of past experiences and semi-structured interviews were conducted with four autistic teachers. Data were analysed in three stages: thematic analysis informed by critical realism; construction of participants’ narratives using the PPCT model; developing cross-case thematic insights and identification of dispositional themes.
Findings revealed systemic barriers operating at multiple levels of the education system that affect autistic teachers’ professional and personal lives. At the same time, supportive relationships were shown to play a critical role in enabling professional development and sustaining wellbeing. The study also highlights the strengths and transformative potential autistic teachers bring to the profession.
This research contributes new insights into the lived experiences of autistic teachers and calls for more inclusive and responsive education policies that recognise the valuable contributions they can make to schools and the pupils they serve.
Item Type
ethesis
Thesis Type
EdD
Supervisors
Subjects (LC)
Associated Schools / Departments
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Bowhay_20216111_thesis1.pdf
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