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Please feel free to reach out and connect with me, if you want any other information, someone to chat with or someone to help take a look at policies and procedures to become more neuroinclusive!

Email: rgergens@neurospicyminds.org

Linked In: www.linkedin.com/in/rebeka-gergens-neurospicyminds

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Learn about the community, from the community

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This is the art I used during my presentation. The artist, Réka, is an autistic adult who share their own personal experiences and knowledge through these drawings.

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LiL Penguin Studios | Cute Neurodiversity Affirming Art Shop♡

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Art goodies hand drawn by an autistic artist. Stickers, pins, prints, magnets, pillows, bags, and lots of fun on the blog. I draw & create to help neurodivergent people, their families and therapists♡

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This is one of my favourite books because I have never read or seen anything that quite summed up my life experiences so well.

Fern Brady is a huge positive influence in the representation of autistic women. She does comedy (recently released a Netflix special), she is on Task Master and all over the internet on several podcasts.

"Strong Female Character is about the years in between, and the unique combination of sexism and ableism that so often prevents autistic women from getting diagnosed until adulthood."

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INTERNATIONAL BESTSELLER * "Witty, dry, and gimlet-eyed, this is a necessary corrective in a world where Autistic women are all either written off as quiet and docile, or erased entirely." -Devon Price, Ph.D., author of Unmasking Autism Finalist for the Porchlight Business Book Award * A is about the years in between, and the unique combination of sexism and ableism that so often prevents autistic women from getting diagnosed until adulthood. Coming from a working-class Scottish Catholic family, Fern wasn't exactly poised to receive an open-minded acceptance of her neurodivergence. With the piercing clarity and wit that has put her at the top of the British comedy scene, she now reflects on the ways her undiagnosed autism influenced her youth, from the tree that functioned as her childhood best friend to the psychiatric facility where she ended up when neither her parents nor school knew what to do with her.TV show as her full, unmasked self-is both a remarkable coming-of-age tale and a dark but poignant tribute to life at the intersection of womanhood and neurodiversity.

Scottish comedian Fern Brady was told she couldn't be autistic because she'd had loads of boyfriends and is good at eye contact. In this frank and surreal memoir, she delivers a sharp and often hilarious portrait of neurodivergence and living unmasked. Harper's Bazaar Best Book of the Year Strong Female Character Taskmaster

After reading about autism in her teens, Fern Brady knew instinctively that she had it-autism explained her sensory issues, her meltdowns, her inability to pick up on social cues-and she told her doctor as much. But it took until she was thirty-four for her to get diagnosed.

In a memoir as hilarious as it is heartbreaking, Fern leaves no stone unturned while detailing her futile attempts at employment, her increasingly destructive coping mechanisms, and the meltdowns that left her mind (and apartment) in ruins. Her chaotic, nonlinear journey-from stripping to getting arrested to finding a lifeline in comedy to her breakout appearance on the Strong Female Character

is a story of how being female can get in the way of being autistic and how being autistic gets in the way of being the 'right kind' of woman.

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Amazon.com: Strong Female Character eBook : Brady, Fern: Kindle Store

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This content creator is a late-diagnosed autistic. Their platforms are about their experiences, and creating a lot of awareness to create more accessability!

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ELLIE MIDDLETON | Instagram, TikTok | Linktree

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This beautiful soul was on the first season of "Love on the Spectrum" and uses her platform to inform and destigmatize autism.

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@Kaelynn Partlow | Instagram, Facebook, TikTok | Linktree

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From Netflix's Love On The Spectrum & Autistic Therapist, Advocate, & Speaker

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Personally, I often am drawn to his TikTok and YouTube videos. He talks a lot about the struggles late-diagnosed autistic adults go through and navigating the world through a new lense.

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@GenericArtDad | Instagram, Facebook, TikTok | Linktree

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Screenwriter / Advocate / Speaker - Parenting / Autism / ADHD / Mental Health

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Although not used as a diagnostic tool, I used these during my presentation to show you the experiences of people in my life.

This test is meant for people ON the spectrum already, but is interesting data!

This test combines the insights of several prior efforts to research the autism spectrum to bring you a single, composite test measuring autism spectrum occurrences across 10 different domains.

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This test is also available in the following languages:

The autism spectrum encompasses a range of neurodevelopmental conditions, all pointing to the presence of disorders such as classic autism, Asperger's syndrome, or Rett's syndrome. However, there is considerable variation in the type and severity of the symptoms.

This test combines the insights of several prior efforts to research the autism spectrum to bring you a single, composite test measuring autism spectrum occurrences across 10 different domains.

Where do you fall on the autism spectrum? For each of the following questions, indicate your level of agreement below.
The IDRlabs ASD Test (IDR-ASDT) was developed by IDRlabs. The IDR-ASDT is based on the work of Dr. Sarah L. Barret, Dr. Mirko Uljarevic, Dr. Emma K. Baker, Dr. Amanda L. Richdale, Dr. Catherine R.G. Jones, and Dr. Susan R. Leekam, who created the Adult Repetitive Behaviours Questionnaire-2 (RBQ-2A). The IDR-ASDT is not associated with any of the above-mentioned researchers.
The IDRlabs Autism Spectrum Test was informed by the RBQ-2A's criteria for ASD, as published in Barret, S., Uljarevic, M., Baker, E., Richdale, A., Jones, C., & Leekam, S. (2015). The adult repetitive behaviours questionnaire-2 (RBQ-2A): A self-report measure of restricted and repetitive behaviours. Journal of Autism and Developmental Disorders, 45(11): 3680-3692; Barrett, S.L., Uljarević, M., Jones, C.R.G. et al. Assessing subtypes of restricted and repetitive behaviour using the Adult Repetitive Behaviour Questionnaire-2 in autistic adults. Molecular Autism 9, 58 (2018); Allely, C.S. (2019). Exploring the female autism phenotype of repetitive behaviours and restricted interests: A systematic PRISMA review. University of Salford Institutional Repository.

The work of Dr. Barret, Dr. Uljarevic, Dr. Baker, Dr. Richdale, Dr. Jones, and Dr. Leekam has also informed some of the diagnostic criteria in the form of the widely used psychological instrument, the RBQ-2A, for clinical use, especially by qualified mental health professionals. The present test is intended for educational purposes only. IDRlabs and the present IDRlabs ASD Test are independent of the above researchers, organizations, or their affiliated institutions.

The Autism Spectrum Test is based on a famous and well-regarded inventory for the assessment of the clinical concept of autism spectrum disorders, which is regarded as a range of interlinked neurodevelopmental disorders. However, free online tests and quizzes such as this one are solely first glances and cannot provide an accurate assessment of your potential condition. Hence, the test is intended to be used for educational purposes only. A definitive mental health assessment can be made only by a qualified mental health professional.

The 10 dimensions measured by this test are: Depression, Fixations, Abnormal/Flat Speech, Noise Sensitivity, Social Difficulty, Anxiety, Abnormal Posture, Poor Eye Contact, Tics and Fidgets, and finally Aggression. The test does not purport that this is the only possible rendition of the autism spectrum.

As the publishers of this free online Autism Spectrum Disorder Test, which allows you to screen yourself for the signs and symptoms of this neurodevelopmental disorder across 10 different dimensions, we have strived to make the test as reliable and valid as possible by subjecting it to statistical controls and validation. However, free online quizzes such as the present Autism Spectrum Disorder Test do not provide professional assessments or recommendations of any kind; the test is provided entirely "as-is." For more information about any of our online tests and quizzes, please consult our Terms of Service.

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Autism Spectrum Test, measuring Autism Spectrum Disorders across 10 different scales.

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Although not all his content is ADHD related, he is also a teacher! He highlights some unique experiences teachers with ADHD experience. He's good to watch if you want some light-hearted experiences.

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Jay Salazar (@thejaysalazar) on TikTok | 36.1M Likes. 693.3K Followers. ✨ADHD decides my niche of the week✨ ADHD | Teaching | Mental Health & Mindset.Watch the latest video from Jay Salazar (@thejaysalazar).

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This creator was one of the first who I stumbled upon and whom I related most with when I only had the language and understanding of ADHD in my life.

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Eric LA^ (@lifeactuator) on TikTok | 28.5M Likes. 772.1K Followers. I’m Eric Whittington. ADHD imposed itself on me, now I expose it to the world.Watch the latest video from Eric LA^ (@lifeactuator).

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Why are there "more" male diagnosed cases of ASD? Suggestion of diagnostic bias and trends. 

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Why are there "more" male diagnosed cases of ASD? Suggestion of diagnostic bias and trends. 

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Findings suggest the strong male predominance seen in childhood/clinical studies of ASD diminishes in adult samples, possibly reflecting the influence of non-aetiological factors such as later diagnosis in females, diagnostic biases and diagnostic trends.

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Evidence suggests that the condition is underdiagnosed in females, perhaps because females express their autism in ways which do not meet current diagnostic criteria.

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"In adults, studies have shown that 28–52% of autistic adults meet criteria for ADHD (Lai et al., 2014; Hofvander et al., 2009) and 10–16% of adults with ADHD meet criteria for ASD (Edvinsson et al., 2013; Pehlivanidis et al., 2020)." (p.1)

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The current research is still very allistic based, although there is some progress such as the suggestion that "there is no one intervention that will be effective in all school settings" .

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Take the time to go over important policies just ask types of leave requests (what are they called) and teacher policy (norms, dress codes, expectations) to make sure it makes sense. Words are important here that they are clear and do not leave room for interpretation which assumes that we should "just know".

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Although their content is relationship based, they do have a lot of interesting videos around the ADHD & Autistic life experiences

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Rich & Rox * ADHD Love (@adhd_love) | TikTok

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Rich & Rox * ADHD Love (@adhd_love) on TikTok | 31.2M Likes. 821.2K Followers. 🧽 our body doubling app 𝗱𝘂𝗯𝗯𝗶𝗶 is out now 📱 App Store & Google Play.Watch the latest video from Rich & Rox * ADHD Love (@adhd_love).

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"Well-being is a positive state experienced by individuals and societies [...] Well-being encompasses quality of life, as well as the ability of people and societies to contribute to the world in accordance with a sense of meaning and purpose." (WHO Health Promotion Glossary of Terms 2021)

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Simply refers to a non-autistic individual

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Differing in mental or neurological function from what is considered typical or normal.

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ADHD stands for attention deficit hyperactivity disorder.

A neurodevelopmental disorder which has persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. (DSM-5)

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"A neurodevelopmental difference characterized by alterations in social functioning, hypersensitivity to stimuli, repetitive behaviors, and deep interests—often combined with advanced cognitive & perceptive abilities" (Embrace Autism)

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"AuDHD is an unofficial but popular term used to describe individuals who are both autistic and ADHD." (Embrace Autism) (https://embrace-autism.com/an-introduction-to-audhd/)

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Masking is the process of changing or concealing one’s natural personality to conform to social pressures, and prevent ostracization. (Embrace Autism 2019) (https://embrace-autism.com/masking-is-it-good-or-bad/)

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Stimming is short for self-stimulating behaviors. The term “stim” is used to describe one of these behaviors, which can include doing an action over and over or repeating the same sound several times. (WebMD 2024)

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When someone experiences too much sensory input to a point a person is unable to cope.

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"Loss of control, usually as a result of sensory or emotional overwhelm. These are not tantrums as they are not purposely motivated towards seeking support." (CAPTAP)

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"Feeling or becoming unresponsive, dissociative, numb, sometimes resulting in situational mutism (where one is unable to communicate or speak)". (CAPTAP)

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This article holds a lot of interesting data about the employment and retention of diagnosed autistic adults

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Spectroomz - work from home jobs for autistic adults

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Autism Employment Statistics: The 100% Complete Guide

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Explore comprehensive insights into employment trends among autistic adults. Learn about the challenges, opportunities, and key statistics that shape the autism unemployment landscape

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Neurodivergent people (specifically ASD) need clear directions, without the assumption we know what the task should be. When giving any task (for example "look at this report") consider sharing:

What SPECIFICALLY do you need done (does the report need to be annotated, edited, do you want me to remake it in a different format?)

What is the purpose? (Often, we are told “its for the data”. Yes, I know this, what do you want to use the data for, why are we collecting the data?)

When do you specifically need it by? (“soon” is not good, neither is "early next week". Give me a date -> even better a time and it will be done for then)

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This is a list of questions from Jennifer Abrams. She speaks about how these are appropriate questions to expect to answer when rolling out an initiative. However, I believe these are also the fundamental questions you should provide the answers to immediately. This will reduce the anxiety, and unsureness of your neurodivergent staff, and reduce the amount of questions later. 

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Barrier: day-to-day situations or skills (such as time management, organization, socializing, working routines) can be challenging to manage when routine is broken or there are many immediate tasks due. 

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Barrier: day-to-day situations or skills (such as time management, organization, socializing, working routines) can be challenging to manage when routine is broken or there are many immediate tasks due. 

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Take a look at the physical set up of your academic year and consider the following:

--> People who have ADHD thrive on harsh deadlines, however if you have many happening at the same time or close together this will most likely end up with your ADHD teacher in burnout.

--> If you have any kind of overnight trips, consider the days / week it is happening and the time in which neurodivergents might need to recover. Are there other important dates or deadlines around it? Are you giving your teachers adequate rest to recover?

--> Parent conferences . Often parent conferences will go into the evening with the following day being a morning half day of conferences. Consider that someone who is masking, then has to mask for 12 hours, followed by an early morning which requires a half day of masking. This half-day is not considered a "bonus" time off. This is most likely used to regulate their nervous system which has gone into overdrive from the previous day.

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Barrier: School-culture of social engagements are requiring neurodivergents to be placed in situations which may make them uncomfortable 

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Barrier: School-culture of social engagements are requiring neurodivergents to be placed in situations which may make them uncomfortable 

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Consider:

--> Are you making the social engagement a requirement? When you use a meeting time as a "celebration", you are forcing neurodivergents to be in a situation which they are forced to mask through extra stimuli.

When you have all staff voluntary celebrations (such as a Christmas event) are you making it socially mandatory for staff to participate? Such as, telling staff they "should" participate? Giving prizes as incentives to attend? Requiring people to pay for a +1? When you make it socially mandatory, you are creating a culture which excludes neurodivergents and then add a barrier of a support person by requiring them to pay for a ticket.

Consider: Location & Space

--> large venues (such as gymnasiums & cafeterias) often echo making the sound overstimulating for many neurodiverse people

--> is there a place (other than the toilet & smokers area) that someone could step away to have a break if the event is too overstimulating?

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Administrators should consider that questions are a form of caring. After years of misunderstanding situations, often neurodivergent people ask many clarifying questions to make sure we understand the perspective, the reasoning, and expectations. This way, we will be sure to complete the task at hand with all the information and make sure the task is correct.

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Consider:

--> When sending an invite for a meeting, include the purpose and any details which will be discussed

--> Giving staff one-to-one updates, prior to releasing whole-school updates (such as internal position changes like next-year grade levels)

--> When changing curriculum, or providing new mandatory resources, policies or other major changes, update staff about the coming changes via written communication prior to a meeting discussing the changes

Experiencing APD

• You can’t keep up. Your supervisor is speaking at 100 kph, you’re listening at 80kph

• Trying to listen to a phone call with poor reception

• Not “hearing” something, asking someone to repeat themselves, and then by the time they’ve started to say it again, your brain catches up and you complete their sentence

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Although this article focuses on our student's experiences within the ASD educational experience, it is something interesting to consider that many high-masking, low-support needs undiagnosed autistic adults would be considered Level 1 autistic.

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There are three levels of autism spectrum disorder (ASD), which are described in the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition ( DSM-5). These levels replicate functioning labels (low vs. high functioning) as they do not account for people who exhibit traits associated with multiple levels daily nor for people who fluctuate between levels day-by-day.

However, these levels are important to be aware of because of they are legitimate to the medical community and subsequently impact the lives of autistic people. The three levels can be used as a springboard to better understand that autistic people have a variety of presentations.

Each person with an ASD diagnosis is further labeled with either ASD level 1, level 2, or level 3, depending on how incompatible their autistic traits are with neurotypical expectations and how much support they need in their daily life. The levels range from least to most incompatible.

This article discusses the traits that are typical of each of the three ASD levels. It also includes realistic examples of the experiences that are associated with each level.

The DSM's Three Levels of Autism

Autism spectrum disorder affects how a person acts, experiences the world, and expresses themselves. While autistic people have similarities, each individual is different and so is their presentation of being autistic.

The three levels of ASD help medical providers prescribe appropriate therapies based on a person's unique needs. These therapies can help the person with ASD make the most of their strengths and improve their social, language, and occupational skills.

It is important to keep in mind that actual autistic people's traits and experiences are not as clearcut as these levels present. Many autistic people have a wide mix of traits associated with multiple levels, so these classifications are not helpful outside of medical contexts. Labelling an autistic person as one level socially and seeing them solely through the lens of the DSM can lead to neglect, hindered potential, and harmful misunderstandings.

The previous version of the DSM, the DSM-4, divided autism into five distinct diagnoses ranging from Asperger's syndrome (no longer used due to it originating from a Nazi scientist for use in the field of eugenics) to autistic disorder, which indicated "severe autism." The DSM-5 combines all of these into the single diagnosis of ASD, but with three different levels.

Both of these categorizations describe autistic people via a medical and neurotypical lens, and differ from autistic people's descriptions of themselves and their experiences of neurodivergence.

Level 1: Requires Support

Level 1 ASD describes people who do not need a lot of support. People with level 1 ASD may have a hard time communicating with neurotypical people, including their peers. For example, they may not say the right thing at the right time or be able to read social cues and body language.

A person labeled with ASD level 1 is usually able to communicate in full sentences most of the time, but may have trouble engaging in extended, back-and-forth communication with neurotypical people. They are likely to have social anxiety and may experience burnout from long term masking, or acting neurotypical.

They may also have trouble moving from one activity to another or trying new things. Additionally, they may have problems with organization and planning, and independence for them may differ from neurotypical expectations for people their age.

Level 2: Requires Substantial Support

People diagnosed with ASD level 2 have a harder time masking than those diagnosed with level 1 and may find it hard to communicate or socialize in ways that are accepted or understood by neurotypical society. Likewise, they will find it harder to change focus or shift from one activity to the next.

The DSM's level 2 expression of autism includes people who have very specific interests and who engage in repetitive behaviors that veer far from accepted, neurotypical behaviors or that appear in spaces neurotypical people view as incongruous.

For example, an autistic child or adult may pace back and forth during a class or meeting, or say the same thing over and over again. These behaviors are types of stimming, self-stimulation, that autistic people use to regulate themselves internally. Neurotypical people stim as well by humming, tapping their feet or fingers, dancing, etc.

One reason autistic people stim more is because most of our society was not built with neurodivergent people in mind. Hence, the regulation that is typically covered by societal infrastructure for neurotypical people has to be handled by autistic individuals and their loved ones. Autistic people who express level 2 and 3 traits have a larger burden of self-regulation.

Level 3: Requires Very Substantial Support

People with level 3 diagnoses need the most support and are subsequently at very high risk for neglect, abuse, and discrimination. People in this category will have many of the same traits as those with levels 1 and 2 diagnoses, but are entirely unable to mask and have very high burdens of self-regulation.

Problems expressing themselves accurately both verbally and with body language or facial expressions can make it very hard to complete daily living tasks, interact socially, and deal with a change in focus or location. Some of these difficulties can be assuaged with early access to augmentative and alternative communication (AAC) devices, as communication is a human right everyone should have access to even if they do not speak. Engaging in repetitive behaviors is another trait of level 3 ASD.

A person with an ASD level 3 diagnosis is more likely to have communication differences and may rarely initiate interactions, especially with neurotypical people. When they do, they are likely to be perceived as awkward. They may be more comfortable with or prefer parallel play instead of interactive hangouts, or might prefer to interact with other based upon scripts.

Limitations of ASD Levels

Although the DSM's ASD levels are useful for figuring out a person's support needs, the categories don't give a full picture of the capacities, strengths, and needs of each individual autistic person.

The three levels do not entirely encompass the traits and lived experiences of all autistic people nor does the DSM's description of an autistic person diagnosed as level 1 paint an accurate picture of who that person is. The DSM-5 offers little specificity regarding the types of support that individuals need or situations when support is needed.

For example, some autistic people need accommodations at school but are fine at home, while others may do well at school but struggle in social situations.

What's more, the level a person is assigned when they're first diagnosed can shift as they develop and refine their social skills, and as anxiety, depression, trauma, burnout, and other issues common among autistic people change or grow more severe.

Assigning people to one of the three levels of autism can be useful for understanding what types of services and supports would serve them best.

It won't, however, predict or account for unique details in their personality and behavior, which means the support and services they receive will need to be highly individualized.

The DSM-5 is an important manual used by doctors to diagnose people with autism spectrum disorder. It describes three levels of ASD, which range in traits and in how much support the autistic person needs in daily life.

The three ASD levels give a basic outline of the ways autistic people may communicate, socialize, and behave. This way of diagnosing autistic people does not, however, fully address the diverse array of lived experiences autistic people have.

Frequently Asked Questions

What are the different levels of autism?

An autism spectrum disorder diagnosis is broken into levels 1, 2, and 3. These levels indicate the extent to which autism impacts an individual's ability to communicate and take care of themselves as deemed appropriate by neurotypical society. The levels describe traits and detail how much support a person might need.

Do children with level 1 autism need a classroom aide?

Possibly, though each autistic person is different.

Some people diagnosed with level 1 autism may have difficulty in a mainstream classroom due to sensory challenges and are more comfortable in a smaller class setting. Others may be comfortable in a general education classroom without an aide, while some may need a one-on-one or shared aide to help keep them on track.

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Making Sense of the Three Levels of Autism

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Autism spectrum disorder is diagnosed at a level of 1, 2, or 3, with each indicating different support needs.

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Literature Review of Well-Being in Autistic Adults 

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Literature Review of Well-Being in Autistic Adults 

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From the abstract:

"We identified several approaches through which the literature constructed autistic well-being: (1) well-being as an objective uncontested variable, (2) well-being as personal and not fixed, (3) well-being that warrants a specific measure for the autistic population, and (4) well-being as a situated account that privileges and centers autistic people’s perspectives."

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Many neurodivergents think out loud. Sometimes it take multiple times speaking through a situation or thought to have it fully understood. It is important to not assume the intent in a conversation is “complaining” especially when receiving information for the first time.

Rather focus on the benefits:

--> easy to explore multiple perspectives

--> talking an idea out loud allows for more creative ideas

--> keeps the ideas on-track

--> improves decision making through weight different options and any uncover unintended biases

--> no procrastination in speech

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Ethics of Autism: a perspective approach 

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Ethics of Autism: a perspective approach 

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From the abstract:

"What does it mean to say that someone is autistic? Towards an Ethics of Autism is an exploration of this question and many more. In this thoughtful, wide-ranging book, Kristien Hens examines a number of perspectives on autism, including psychiatric, biological, and philosophical, to consider different ways of thinking about autism, as well as its meanings to those who experience it, those who diagnose it, and those who research it."

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Mentorship image from the American University College for International Studies college student mentorship 

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Barrier: Feeling lost or unsure of social expectations 

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Barrier: Feeling lost or unsure of social expectations 

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Having a mentor can help neurodivergent staff members have a safe person to help them navigate the nuance of the educational field and all the changes (big and small) which educators face on a daily basis.

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I have added this in here as it is a great starting point, although some accommodations do not make sense within the teaching industry, it will help you get some prespective.

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Workplace accommodations for autism & AuDHD | Embrace Autism

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In this article, I will explore what workplace accommodations you can request for autism & AuDHD, the likelihood of receiving these accommodations, and more.

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Autistic burnout is a syndrome conceptualized as resulting from chronic life stress and a mismatch of expectations and abilities without adequate supports. It is characterized by pervasive, long-term (typically 3+ months) exhaustion, loss of function, and reduced tolerance to stimulus.

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Burnout vs. autistic burnout | Embrace Autism

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Autistic burnout is distinct from classical burnout, with different causes and symptoms. In this article, I will explain the differences between the two.

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Burnout varies greatly from person to person. Moreover, burnout often looks different for neurodivergent folks compared to neurotypicals. We previously wrote an article about autistic burnout.

Here, I share some strategies for how those of us who are AuDHD (both autistic and ADHD) can prevent burnout.

AuDHD burnout

When we think about neurotypical burnout, we commonly think of burnout due to workplace environments or occupational demands. However, for AuDHD, we can experience burnout due to many other factors. Burnout for autistic (and likely also for AuDHD) individuals is thought to be caused by a long-term mismatch between expectations and capabilities. For example, the accumulation of pressure to conform to social norms, not having sufficient accommodations, and a lack of empathy surrounding our needs.

Unfortunately, there hasn't been a lot of research on ADHD/autism and burnout yet. In fact, one recent study even found that most of the research about neurodivergent and/or disability burnout actually focuses on how we are the cause of the burnout experienced by others! (Ouch...) We are hopeful that as burnout becomes more well-known in neurodivergent circles, there will be more research conducted about how it is caused and how it can be managed. In the meantime, this article combines findings from recent studies and my own personal experience about ways that AuDHDers can anticipate and prevent AuDHD burnout.

Anticipating burnout

We can reduce the likelihood of experiencing AuDHD burnout if we can figure out situations where we are at high risk of developing burnout. Since we know that burnout is caused by a long-term accumulation of unfavourable situations, recognizing when we find ourselves in these situations early on is helpful in the long run.

Identifying high-risk situations

To identify situations where we are likely to develop burnout, we can look out for the following things:

Transitions: AuDHDers tend to struggle with transitions. Our autistic traits mean that we usually prefer routine and predictability, and our ADHD traits mean that we often struggle with planning. Both of these make transitions difficult to manage. If we find ourselves in a transitional period, this may be a sign that we are at increased risk of developing burnout.

Stressful life events: Similar to neurotypicals, this increased level of stress uses up a lot of internal resources, making day-to-day functioning more difficult. Even if we are normally thriving in our current day-to-day, a sudden stressful life event may mean that we are no longer able to manage as well.

Ambiguous situations: When we find ourselves in environments that have no set routine, we can feel out of control. Similar to experiencing transitions, being in an ambiguous or unpredictable workplace, home, or school, can increase distress, leading to an increased risk of developing burnout. For instance, if our workplace does not have regular schedules or clear deadlines and instructions.

High levels of masking: Similarly, if we are often in situations where we need to mask/camouflage, this can lead to burnout. It takes a lot of energy to act in ways that are opposite to our authentic selves!

People-pleasing: This behaviour is common among neurodivergent folks and ADHD in particular. We may be engaging in people pleasing to avoid being judged negatively. Especially when we want to be seen as "competent" and "not lazy". Just like masking, this is a sign that we are unable to be authentic in our current situations, and we may be at increased risk of burnout in the long term. This is especially relevant when these situations cause us to constantly agree to things that are outside our capacity. For example, we may agree to work in a distracting environment just so we don't have to "annoy" our boss by asking for accommodations.

Highly social situations (with neurotypicals): This also relates to being in situations where we are required to socialize inauthentically, and constantly. I know that for me, having a weekly workplace social event where the expectations are to stand around and perform small-talk, leads to burnout due to the constant dread and energy demands of masking.

One difficulty with preventing burnout is that these situations cannot always be avoided. Sometimes, they can even be desirable for short periods of time, like when we want to attend an event even though it is loud and crowded. Thus, it is helpful to be aware of these external high-risk situations and how often we find ourselves in them, while also developing an awareness of internal signs that burnout may be approaching.

Practicing self-awareness

Monitoring for internal signs of burnout can be difficult for AuDHDers. Particularly those of us who also have alexithymia. I've created a list of self-reflection questions that you can use to practice becoming more self-aware about when burnout may be occurring. Each question asks us to reflect on a change in behaviour that is commonly associated with burnout in autism and ADHD. Integrating these questions into a weekly routine can help us learn to identify signs that we are not coping well. This practice can ultimately help us feel more in control of our situation.

Am I unable to do things that I usually find doable? For example, has it been more challenging for me to speak? Manage daily tasks such as showering, eating, and brushing teeth?

Is my executive functioning different? For example, is my memory worse than usual? Or my concentration?

Am I overcommitting to things? For example, am I agreeing to take on more tasks than I can handle at work? Am I scheduling too many social engagements? Something to keep in mind when reflecting on this question is that this is a common occurrence in ADHD when our situations are boring or without enough novelty and stimulation. This may not always be a big deal for neurotypicals, but in AuDHD, it is a sign of burnout when it happens often. It is important for those of use with ADHD to ensure that we are getting enough novelty and stimulation in a way that isn't also harming our mental health.

Am I procrastinating a lot? Likewise, this is a sign that the tasks we are "supposed" to be doing are requiring too much of our energy. For example, they may be too hard or too boring. While this is normal for some tasks, if all of our tasks cause us to procrastinate, this may be a sign that we are in burnout or getting close to burnout.

Something to keep in mind is that meltdowns and shutdowns can happen regardless of burnout. These reactions are typically associated with specific moments, but we can recover from them. When we are monitoring for signs of burnout, we want to monitor for long-term or extended periods of behavioural change where there is little/no relief. In particular, we want to monitor for long-term changes in energy (e.g., more fatigue), mood (e.g., feeling depressed), and functioning (e.g., inability to do things we usually do).

Preventing burnout

Being able to catch signs of burnout early based on identifying high-risk situations and practicing self-awareness is the first step to preventing burnout. In addition, we also need to make sure we change our situation and/or make our situations more sustainable so that we don't actually end up with burnout. Here are my top two tips for preventing burnout:

Engaging in self-care is a way for us to take care of ourselves. Research shows that regularly practicing self-care can reduce our chances of experiencing burnout. However, for AuDHD, what constitutes self-care can be different than what is often advertised as self-care in the media and for neurotypicals. In particular, self-care for AuDHD can involve managing sometimes opposing ADHD and autistic needs like needing both routine and spontaneity.

Here are some examples of self-care activities that can be deliberately and regularly implemented into your weekly schedules to help to prevent AuDHD burnout:

Stimming

Engaging in special interests

Withdrawing from social and sensory situations that are overwhelming

Also ensuring that we are getting enough nourishing sensory stimulation

Managing hyperfocus so that it isn't at the expense of things that we need (like meals and sleep!)

Schedule those things that we need, like meals and sleep

In general, engaging in self-care activities aims to restore energy levels, make sure that we are getting our needs met, and provide an outlet for dealing with stressful situations.

Seeking support

This can be considered a form of self-care, but I felt that it deserved its own recognition. Since our burnout is often the result of not having our needs met or experiencing limited empathy, preventing burnout often necessitates seeking out support. This can be in the form of:

Social support: Surrounding ourselves with people who value us for who we are, who don't judge us based on our neurodivergent traits, and who respect that we may have different needs. This includes cultivating relationships with other community members who can understand our experiences and can offer the support that we need.

Accommodations: Typically related to our school or workplace, these accommodations can help us with planning, sticking to a routine, and setting boundaries at work. For example, these types of accommodations can help us manage the combination of time blindness and hyperfocus by helping us get into a sustainable routine. For accommodation ideas, you can check out my work and school accommodations article.

Regardless of what supports you seek out, the goal is to ensure that your needs are being met.

In this article, we discussed ways to identify when we may be at risk of experiencing AuDHD burnout, and ways to help prevent burnout from developing. Nonetheless, burnout isn't always avoidable. In the next article, I explore ways to manage and cope if we find ourselves in the middle of burnout. Read it here:

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Preventing AuDHD burnout | Embrace Autism

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Burnout often looks different for autistics and people with ADHD. In this article, we discuss strategies to prevent burnout in people with AuDHD.

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Below are some general accommodations and considerations for ADHD, Autistic and AuDHD  employees in the workplace.

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Below are some general accommodations and considerations for ADHD, Autistic and AuDHD  employees in the workplace.

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Most of these are not particular to the unique experience of teaching, however they do have some good (although generalized) suggestions.

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Creative Differences: A handbook for embracing neurodiversity in the creative industries

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Creative Differences: A handbook for embracing neurodiversity in the creative industries

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Hiring autistic employees: Simple adjustments 

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Hiring autistic employees: Simple adjustments 

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Hiring Managers’ Toolkit for Neurodiversity

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Hiring Managers’ Toolkit for Neurodiversity

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Embrace Autism "the ultimate autism resource" 

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Embrace Autism "the ultimate autism resource" 

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Do you think you might be autistic and/or ADHD?

Try the Autism Spectrum Quotient or the RAADS–R; or the ASRS-5 for ADHD—they are the most widely used and empirically validated tests that can give an indication of whether you might be autistic or AuDHD

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I can EMBRACE who I am;
or I can REJECT who I am

I can see myself having SUPER POWERS;
or I can see myself having SYMPTOMS

I can TAME my Kryptonites;
or I can DROWN in my challenges

I can CHERISH my uniqueness;
or DISOWN my peculiarities

I can UTILIZE my cognitive abilities;
or let my sensitivities OVERPOWER me

I can see what is GREAT about who I am;
or I can LOATHE who I am

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Embrace Autism | The ultimate autism resource

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Embrace Autism is THE place to find research & experience-based autism content for personal elucidation & empowerment. By autistic people, for autistic people.

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Auditory Processing Disorder: A Neurodivergent Perspective

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Auditory Processing Disorder: A Neurodivergent Perspective

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“My content explains complicated ideas in simple ways, always providing resources and scientific evidence for the claims, providing a high standard of information.”

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Help me understand ADHD better by completing this survey!

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Although not specific to the ADHD or autistic experience. Dr. Kojo Sarfo discusses issues and experience with all sorts of mental health issues people face.

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This test will give an indication as to whether you are experiencing the most common symptoms of ADHD, but it cannot replace a full assessment nor should be used to self diagnose or decide upon a treatment plan.

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Take an ADHD test online for an indication of whether you are showing symptoms of ADHD and should seek further advice from your GP or Clinical Partners.

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Understand ASD difference in women for accurate referral, diagnosis, accomodations 

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Understand ASD difference in women for accurate referral, diagnosis, accomodations 

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Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School

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Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School

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Although this is a book that requires to be purchased, it is highly recommended to understand more from the autistic perspective.

Description:

"In this strikingly honest collection, developed from a pioneering new research project, autistic teachers and other autistic school professionals share their stories of the challenges and successes of their careers. Contributors challenge assumptions and stereotypes whilst highlighting the unique strengths autistic staff can bring to schools when their own needs are accommodated."

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Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School a book by Rebecca Wood, Dr Laura Crane, Francesca Happe, et al.

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In this strikingly honest collection, developed from a pioneering new research project, autistic teachers and other autistic school professionals share their stories of the challenges and successes of their careers. Contributors challenge assumptions and stereotypes whilst highlighting the unique strengths autistic staff can bring to schools when their own needs are accommodated.The book explores exclusion and identity, understanding and acceptance, intersectionality and facilitating inclusion. It also celebrates the positives that come with being an autistic teacher, such as relating to neurodivergent pupils and conveying passion and enthusiasm for a subject through intense interests, or demonstrating particular skills in school leadership. It examines how workplace set up can sometimes exclude autistic individuals and lead to skilled teachers and those in other education roles, including visiting professionals, leaving the profession, and sets out the accommodations that can prevent this from happening.