Autistic individuals can have poor outcomes from school, including high rates of unemployment. Despite a growing focus on the work experiences of autistic people, and various approaches to remediate the difficulties they undergo, the school sector remains largely unexplored, as are the insights available from former autistic employees. In a discourse analysis of 12 former autistic school staff previously in a range of roles in the UK, the multiple and intersecting issues they experienced are analysed. These reveal different forms of marginalisation, disempowerment, invisibility and exclusion at play, including in relation to being autistic, before the final departure. However, participant discourses also demonstrate important autistic aptitudes of particular benefit to pupils at risk of marginalisation themselves, and provide insights into how autistic staff—including visiting professionals—can be better supported in the school sector in the future. Such steps could provide significant benefits for the education field generally, especially in relation to the inclusion of autistic and otherwise neurodivergent pupils.

中文翻译：

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外面更快乐吗？前自闭症学校工作人员关于排斥、剥夺权力和归属感的言论

自闭症患者的学业成绩可能很差，包括高失业率。尽管人们越来越关注自闭症患者的工作经历，并采取了各种方法来补救他们所经历的困难，但学校部门在很大程度上仍未得到探索，前自闭症员工的见解也是如此。在对 12 名曾在英国担任过各种职务的前自闭症学校工作人员进行的话语分析中，分析了他们所经历的多重且交叉的问题。这些揭示了在最终离开之前不同形式的边缘化、剥夺权力、隐形和排斥，包括与自闭症有关的情况。然而，参与者的讨论还展示了重要的自闭症倾向，这对本身面临边缘化风险的学生特别有益，并提供了关于未来如何在学校部门更好地支持自闭症教职人员（包括访问专业人士）的见解。这些措施可以为整个教育领域带来重大好处，特别是在包容自闭症和其他神经分歧学生方面。