Equality: Voices in Union

Key Issues

Topic 2: Autism appropriate workplaces

About this topic

During the establishment of the EIS Disabled Members Network in 2021, members noted the need for improved understanding of autism in the workplace and support for autistic workers.

In this topic, we will draw on work undertaken by an EIS focus group of autistic members, and a related small-sample survey.

We will look at increasing knowledge and understanding of autism and facilitate proactive changes that can make workplaces more equitable for autistic workers.

The work of the Autism Appropriate Workplaces Focus Group informed several EIS learning events and is intended to culminate in the publication of guidance for Reps on this topic.

 

The expert videos are provided by Marion McLaughlin, CEO of Autism Understanding Scotland.

Overview

4. What can we do?

What else do you want to say?

Learning points:

  • Autistic employees can be a fantastic asset to any workplace. 
  • Autistic people’s creativity, out the box thinking, and loyalty are all key qualities that any organisation would benefit from. 
  • Having open, honest and non-judgemental conversations can solve a lot of issues before they become problems.

Reflective question

What do you think the current level of understanding of autism is, in your local area? Where does this knowledge stem from?

The Scottish Government’s Fair Work First policy extends the Fair Work Framework to proactively promote more diverse workplaces.

Fair work is essential to ensure everyone can bring their whole selves to work, and that everyone is respected and valued equally.

To ensure we can equitably realise Fair Work for all autistic teachers and lecturers.:

  • Autistic educators’ voices must be heard and celebrated in the union and in education
  • Autistic educators must be respected at work and appropriate consideration must be given to how the workplace can be adjusted to realise their full potential and removing any barriers that impact equal opportunity
  • Autistic educators must be valued for their perspectives and contributions, to increase a sense of work fulfilment which is essential to wellbeing.
  • Being safe at work and in your job is essential, so workplaces must tackle discrimination, harassment and insecure employment.

Training was a significant gap identified by the sample survey of autistic EIS members. Only 4 out of 28 respondents said their workplace provided training that included information about being autistic in the workplace. Some others said sessions were primarily about autistic young people.

Most respondents did not know whether their manager had a good understanding of autism, with 11 respondents believing their manager did not have a good understanding, while 6 felt their manager had a good understanding . Similarly, when it came to feeling supported, only one person strongly said their manager knew how to support autistic staff members (a further four agreed, though not strongly), whilst 10 were unsure whether their manager knew how to support them, and 14 said their manager did not know how to support them.

Reflection for Padlet:

  • From what you have learned, what are three key things you want to make sure others know about autism?
  • As a leader, consider how you could go about encouraging more autistic members to grow their participation in the workplace and in the union.

Further information

Now log into your Padlet to record your reflections, questions and notes. Please comment on at least one other participant’s reflections on the Padlet. 

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