The Joy That Keeps Us Teaching (Even When It Costs So Much)
Estimated Reading Time: 3-4 minutes
My last post was about the hidden costs of teaching so many neurodivergent educators pay just to show up each day. I call it the Participation Tax. If you read that post, you might have wondered… if it costs that much, why would I stay?
This post is my answer. It’s my personal experience of the neurodivergent joy associated with teaching.
Neurodivergent joy is the deep, specific pleasure that comes from engaging with the world in a way that genuinely matches how your brain works.
For educators, autistic joy might show up while teaching their special interests, spotting patterns in learning, solving learning challenges or even the simple comfort of a predictable routine. ADHD joy might come from novelty, hyperfocus, or spontaneous connection. And for those of us who are AuDHD, it's often a chaotic, beautiful mix of both. Sometimes within the same hour.
Some neurodivergent educators might recognise themselves in my experiences, and others may experience joy in other ways. We are all wonderfully unique and experience our neurotypes differently, even with the same diagnosis.
For me, the Participation Tax is real. But so is Neurodivergent Joy. And for me, joy makes the tax more affordable. Here are some of the ways it shows up for me.
My job gives me the most feel-good hormones
I receive approximately 100 hugs, drawings, and "you're the best teacher" comments every time I work, and that’s not much of an exaggeration. I’ve never had a job where I felt so loved and valued. I also get to move, sing, laugh, and be silly as part of my actual job. The best part is that this environment actively receives my physical health symptoms. I feel SO good when I’m teaching that my body responds positively. It’s like medicine.
Engaging in my special interests every day
Education is one of my biggest special interests. I love learning, I love teaching, and I love learning about how people learn. I loved school as a kid, and I love seeing children become genuinely enthusiastic about something new. But it’s more than that. My lifelong special interests include maths, science, music, history and SO much reading. And I get to engage in and share my love of these subjects every day. I learn new things constantly, and I love that.
I get to plan and create, and my brain loves that
My brain needs to know what's coming. Planning isn't just a professional skill, it's a genuine support that lowers my cognitive tax. And it’s a part of teaching that really embraces my creative side. I love designing lessons and resources and finding creative ways to get kids excited about learning, and it’s absolutely one of the parts of this job that fills me up rather than drains me.
I make a real difference for children who need someone in their corner
My strong sense of justice is one of my core AuDHD traits, and in the classroom, it's a genuine strength. I notice the anxious kids, the ones who are misunderstood, the ones everyone already decided are "difficult." I get real satisfaction from advocating for them and adjusting things in the moment so they can actually take part.
I had a rough childhood, and it shaped me into someone who listens, who believes, and who acts on what they need. Every day, I get to be the kind of adult my younger self would have felt safe around. That's not just a job. It’s a form of healing, for me and for them.
I love being visible role model for neurodivergent students
I’m a proud AuDHD teacher, and I’m open about my challenges as well as my strengths. It's good for all kids and adults to see that we don't grow out of our neurology, and that our strengths and challenges can fluctuate across a lifetime. It’s good for everyone to see how much neurodivergent people can achieve when we’re supported. And when my students see me doing well, even on hard days, they learn that their own futures can be bright too.
Every day is brand new, and I love that
As a RFF teacher or a casual teacher at a regular location, I get genuine variety every day. I work with different groups, in different locations, with different activities, all within a familiar, safe structure. And extra activities like Book Week parades, Science Week, school musicals and festivals bring creativity, novelty and excitement that I absolutely love.
The joy of belonging
There’s something wonderful about feeling like you belong somewhere, especially for those of us who have spent their lives on the outside. Finding a place where you feel loved, valued, appreciated and supported is such a wonderful feeling, and that’s where our best teaching happens.
How schools and colleagues can protect neurodivergent joy
Protecting neurodivergent joy is less about strategies or accommodations and more about attitude. It's about seeing our enthusiasm as a gift, not something to be managed or contained. It's about not rolling your eyes when we get excited about a niche topic, or when we infuse every lesson with creative energy. It's about valuing the passion we bring, even when it looks different from how others teach.
A school culture that accepts and celebrates neurodivergent joy is one where we feel safe to be fully ourselves, and this shows in our teaching. When our joy is welcomed, not suppressed, we can keep showing up as the teachers our students need.
One last thought
Teaching does cost me a LOT. But it also gives me so much more than I can say. Sure, the Participation Tax is expensive, but the Neurodivergent Joy is abundant, and for me, the joy is what makes the tax worth paying.
I’m not a teacher despite being neurodivergent; I’m a teacher because of who I am.
If you're a neurodivergent educator, I'd love to know what makes the cost of teaching worth it for you!
Visit these pages for more information:
Blog Post: The Hidden Cost of Teaching (Even When You’re Brilliant At It)
Blog Post: That Hidden Cost of Joining In (And Why Some Kids Pay More)
