Author Information
Daniel Beck, University of Chichester, United KingdomAbstract
This study explored the lived experiences and leadership practices of neurodivergent educational leaders within a UK local authority context. Using a participatory exploratory sequential mixed-methods design, it combined survey data, reflexive thematic analysis of semi-structured interviews and co-production of the SUSTAIN reflective framework. Across three phases, the research generated a nuanced account of how neurodivergent leaders experience leadership work, navigate organisational contexts shaped by predominantly neurotypical norms, and sustain their leadership over time. Five interrelated themes were identified: values-led leadership shaped by lived neurodivergent experience; wellbeing-centred leadership shaped by prior harm; cognitive intensity and adaptive scaffolding; the competence paradox; belonging, identity and psychologically safe spaces. Together, these themes informed four interconnected conceptual areas: neurodivergent leadership as a distinctive practice; capability and cost; belonging, identity and organisational context; and conditions for sustainable leadership. The findings informed the co-development of the SUSTAIN Leadership Framework (Supporting Understanding, Sustainability and Thriving in Autistic, ADHD and Identity-aware Neurodivergent Educational Leadership), an applied reflective framework designed to support sustainability, agency and ethical leadership. The study contributes to emerging understandings of neurodivergent leadership by proposing a more relational and ecological understanding of competence, belonging, authenticity and wellbeing.
Paper Information
Conference: ECE2026Stream: Education & Difference: Gifted Education
This paper is part of the ECE2026 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress