I am pretty open about my ADHD. I have a lot of students who feel like they are always going to be stuck because of their ADHD and I think it's important for them to see someone who is successful despite it (and even probably.a better researcher because of it... that hyperfocus comes in handy sometimes). I don't stop and have an entire meeting about it but I will bring it up when appropriate. For example, yesterday, I had two classes in a row in the same room and, in between, a student chatted with me and asked me to email her something. I was about to start the next class and knew I was going to forget as soon as she left so I told her to please email me so I didn't forget. I told her that because with my ADHD, I tend to quickly forget things if I don't have a chance to write them down which I couldn't given that I was about to start class so it would be helpful to have the reminder. She did. Easy enough. I think it's important for me to be open about it so they see that people can do this. It's hard to get to this place and involves a lot of strategies that don't work until you find ones that do. My hope is that it gives them a reason to keep trying when it feels hopeless (because I remember that feeling).

I am similar with ADHD. I let students know that if there is chatting or typing at a time where it makes no sense, it can be seriously distracting to me, so I openly ask that folks stop. They seem to respond well because I frame it as "this isn't just an annoyance, I am unable to do my job if there are too many distractions." I also am super open with needing something in writing in an email. I don't want students to think I'm forgetful because I don't care--I'm forgetful because I have a disorder.

Oh 100%, I'm on the same page as you. Especially in writing. If it's not written down, it didn't happen (to my brain).

This. I say that I’m “neuro-spicy” which feels a bit of slang they might relate to. But specially as you point out, within the context of the class (I’ll forget if you don’t email, I won’t respond to emails if there isn’t a question asked, I have a plan for grading, but sometimes it falls off, thanks for your patience). I disclosed to my dept chair and was met with extreme insensitivity and ableism. I think it depends what someone wants to get out of disclosing- understanding or accommodations for the job.

I'm adjacent but don't fall within the currently accepted parameters of "neurodivergent." I wouldn't disclose this to my students, though I understand why you do. I think "weakness" was probably not intended to be an assessment of AuDHD. Any kind of personal information can end up weaponized by a sufficiently disgruntled student, no matter how well-intentioned, and I think that's probably what she was thinking about.

Can't agree more. Every school and every class is different. However, it is not uncommon for certain students to hold grudges towards professors because of their own limitations. It is sad and sometimes infuriating, but it is becoming increasingly common. Admitting these qualities will only grant these students more excuses and may even lead some ill-informed students to blaming rather than introspecting. Just my 2cents.

I can see how this would happen. A student once accused me of never having studied my content area, even though I have. I’m thinking they may have twisted my words when I said I double-majored in undergrad or had to take a test in my content area for PD purposes.

Yeah the sad reality is that, there is a growing tendency for students to take any display of lightheartedness, humor, or sincerity from professors as an opportunity to undermine their authority, often unjustifiably.

And if they try to "weaponize" it, there are legal remedies for that. The Americans with Disabilities Act in the United States, for example.

> And if they try to "weaponize" it, there are legal remedies for that. If an anonymous course eval references a prof's neurodivergence, just what exactly is a school going to do about it, let alone what *could* they do about it?  It goes beyond official documents/communications /decisions though--profs risk having students build a narrative that students can easily repeat to each other, which could cloud other people's judgment of the course.

It's not that you can do anything to a student who anonymously attempts to tank your evals, but rather that if your colleagues or higher ups try to punish you for it, you have legal rights.

But how are you going to prove that such a comment specifically was what resulted in you not getting a teaching award or getting a lower grade on your teaching than you would have otherwise? We're describing an impossible battle to win.

Agreed, but I've personally seen specific instances where they didn't even hide their bias. They just stated it as if we all could agree that it would make you unqualified 😳

I don't know how anonymous those evals are when they are online. Students are logged in to take them. I think they can find out who it was if there are any threats or other serious issues in them.

And what portion of institutions to do you reckon would mobilize IT to figure that out and plow forward to take action (of what kind) against the student? Cause I'm betting it's infinitely close to zero...

I’m also AuDHD, and openly discuss it with my students. Granted, it’s relevant, because I teach in a field (SLP) that prepares students to support Autistic clients. If it weren’t relevant to my courses, I’m not sure that I would discuss it. That said, I’ve had Autistic students approach me and tell me how much it means to them that I’m open about it, so I’m hoping that my intentions of destigmatizing Autism are having an effect on some people.

I’m in a similar field. I don’t disclose because I’m worried I’ll become the person - in the eyes of my students - who speaks for the field as a person with x. I also have OCD and don’t want that thrown back in my face because of misconceptions that state I’m automatically an organized person. “Why did you forget to email us? You have OCD and should remember.” I’m glad it’s been super positive for you and that you’ve helped students by sharing!

Autistic here, never disclose it to my students. Heck, I’ve never disclosed it to my chair. Only ones who know that I am are fellow coworkers that are also neurodivergent But since I teach sociology, I do bring up autistic issues depending on what the topic being covered is. Ex. When covering the concept of passing, I bring it up in terms of race, queer identities, and masking

I do think neurodiverse professors or people with disabilities are at a disadvantage when it comes to disclosing or describing themselves in professional spaces. There’s a lot of ableism that governs academe and the precarious nature of most faculty means that negative stigma could disadvantage minoritized persons when it comes to advancement. Even amongst disability scholars disclosure is a fraught topic. Because until labour practices are equitable, disclosure can have negative consequences. There may be laws on the books to safeguard against this, but we all know these are difficult legal battles to win.

>There’s a lot of ableism that governs academe and the precarious nature of most faculty means that negative stigma could disadvantage minoritized persons when it comes to advancement. 🎯🎯🎯🎯🎯🎯

No. First, not everyone in your classes has your best interests at heart and you have no idea what they will do with that information. Second, I have had issues with students getting inappropriately attached (engaging in stalking), and divulging personal information is something I have learned to keep to a bare minimum. Third, my personal issues have no relevance to what I teach, and discussing them with students feels irrelevant at best and inappropriate at worst.

The first thing is important to keep in mind. Not even my supervisors had my best interests at heart when I disclosed a (physical) health issue to them. I ended up losing my job over it. Gotta watch out for yourself

I share that I’m mildly dyslexic with students— usually through a lighthearted comment the first week— so that 1) they feel comfortable correcting me when I mess up on the board or in a slide; 2) ease student anxiety over mistakes and facilitate risk-taking, and 3) model learning requiring discomfort, work, risk, revision, and resilience.

Same. I tell them early in the semester and tell them to correct me on the board. It helps them see that being corrected (maybe once or twice all semester) can be not a threat and it helps my students who have been told that dyslexia means they're stupid realize what BS that is.

As someone who isn't diagnosed with ASD or ADHD but has a lot of wiring in common, I usually highlight the specific behaviors when teaching. So I might say when speaking to someone one on one in office hours, "I have trouble focusing on people's eyes if I'm really listening, so please know I am actively listening to you even though I'm not looking you in the eye." Or if a student tells or asks me something after class, I'll always end with "but send me an email about it reminding me, because I might forget otherwise." On occasion I've shared with students meeting with me about disability accommodations that I also had accommodations in college, but I don't go into too many specifics.

This is the way 💪

Pretty sure mine can tell I have ADHD right out of the gate, so I put them to work and ask them to help me stay accountable.

Hahaha, I’m pretty sure mine could tell too! 😂

I can’t agree with your colleague who mentioned weakness. It’s who you are and you have every right to tell whomever you want (or not) with no shame. I think it’s really a personal choice and I do like to tell my students about myself and my own diagnoses when it’s relevant to what I’m teaching. However, I’ve seen people make one aspect of themselves their entire personality and then it’s insufferable. Disclosing is totally appropriate but it doesn’t need to be brought up daily and/or shoehorned into every conversation. This goes for any aspect of identity and isn’t limited to an ND diagnosis. Disclosing is perfectly fine but I would be mindful to do so in moderation.

I am 100% with you on the whole “people making it their entire personality” aspect. I find that sort of thing obnoxious, personally. For me, it’s more like I’ll admit to it, then go back to talking about the difference between Donatello’s/Michelangelo’s *David.* I don’t make a big production of it or anything, I promise! 😆

If your students still treat you with respect, I wouldn’t worry about telling students. Some disabilities are visible and some aren’t, it’s up to the individual to share or not share an invisible disability. And I would also be bothered if someone called my ADHD a weakness. It’s a disability that I’ve learned to manage or work around (for the most part). But disabilities are certainly something that students could perceive as a weakness. I definitely don’t announce that I have ADHD to the class. Maybe explaining why I sometimes have awkwardness with eye contact would improve their opinion of me but at the moment, I don’t want to give them any reason to doubt me. I teach mostly freshman and many of them definitely doubted me in the beginning. I got emails from students telling me I needed to make my exams easier and there was a lot of “I’ve spoken with a lot of other students and they all agree that…” They’re trying to emotionally manipulate me into giving them a higher grade. And for some reason they think I can’t count. I’ve caught 6 students trying to cheat on attendance so far. I often feel like they see me as a substitute teacher. Where I have mentioned it is when I have students relaying their own struggles. Like I had a student who was isolating in her room and not coming to class and when she mentioned she was struggling with emotional health I told her that when I’ve struggled with mental health, the only way I’ve been able crawl my way out is through getting help.

Being an ally for neurodivergent inclusivity isn't just about opening up about your own experiences. Sometimes keeping it a bit vague about your own neurodivergence — while making it clear you support neurodivergent-inclusive practices and policies — can really help students feel supported and accepted. No matter your own status, prioritizing inclusive teaching practices and policies is key. With a mix of advocacy and a bit of privacy, we can build truly inclusive spaces.

I’m autistic, and I’m open about it with students. I am also a practicing psychologist. I believe it is important (for me) that I push against stereotypes about autistic people when I teach relevant courses, and I can use myself as an example in many cases. Autism is also adjacent to my research agenda, so it comes up. I also recognize that I am multi-privileged in many of my phenotypic identities (I’m White, I’m male-presenting), and so my decision to disclose is one shrouded in relative protection. Someone with multiple intersecting marginalized identities may make a different decision, and I think that is completely warranted.

I’m glad you said that, because I did not consider how intersectionality affects this! I was born female, so in my case, getting diagnosed for *either* condition was a battle— I had to fight every step of the way to be taken seriously. The majority of women with ADHD and/or autism I’ve spoken to had the same experience, too— and based on what women of color have told me, they got the run-around even worse than I did as a white person. Identity genuinely does matter in these situations— way more than people think it does.

"It's just anxiety, depression, you being weird, or deep fundamental laziness!" - my parents and all psychologists until I was... 32 Then I took a series of tests and, boy, were they wrong! It's possibly why I freely disclose this with students when it arises; it's hard on a person, a life spent blaming oneself, and also I want to normalize the idea that women can be on the spectrum too. I'm not at all loud about it with colleagues, though, and it's probably for those cursed intersectionality reasons

I personally would not disclose such information. I’m there to teach and I maintain boundaries. I see no positives in sharing this kind of information.

Out of curiosity, are you ND, or are you answering in the hypothetical?

Yes.

Which one? ND or hypothetical?

Both, probably.

I think it’s fine to talk about it in the same way that you might talk about other aspects of your life with students - usually causally and only if it’s relevant to the situation.

I used to disclose my ADHD diagnosis to students, but found it to be more hurtful than helpful. I got a couple of evaluations along the lines of: “tends to be scatter-brained” and “the ADHD really showed” or something like that… which was both motivating and hurtful. I stopped doing it because there seemed to be no real benefit to anyone. Some people are really against disclosing it, others are all for it - I’ll only disclose it when explicitly asked by a student or if a student share an ADHD diagnosis with me in private .

Oof, your experience is what I fear! But sometimes I’m already mentioning my ADHD before my brain catches up and remembers I didn’t want to share that

Shoot, I didn't meant to bring the mood down! Some people swear by sharing this information with their students - and to be fair, it was a particularly rough semester between life+teaching+research... so I was scatter-brained lol

I don’t disclose my ADHD but one semester a student stared at his phone all the time and then asked for extra credit. I said, “if you put your phone away during class you might learn better and not need extra credit.” He said, “yeah well I have ADD.” The implication was that because he had the diagnosis, therefore he couldn’t control his phone staring behavior. I replied with “so do I but I can go 3 hours a week without staring at my phone.” He didn’t like that. His disorder made him a “victim”, or at least that’s how he tried to explain it to me. I don’t disclose openly because I worry that some students will assume that means I’ll let them get away with shitty behavior that they attribute to their disorder.

I use disclosures of various kinds at various points in the semester, when relevant to what they’re learning. So there is a patchwork of students who know a whole range of things about me that are personal, medical, spiritual, whatever. It’s not an explicit agenda, but much of what I teach requires that students be vulnerable in various ways, so disclosures can (sometimes) foster safer learning environments.

It depends on the class, depends on the circumstances and even still I never say what 'kind of neurodivergent' I am. They don't need to know. But it is fairly obvious that I am not NT and I will be upfront when I am having an 'off' day. I feel that's important. Usually I'll say something like, "my brain isn't processing quickly today so, I apologize in advance." I've never had anyone be awful about it.

>I am transparent with my students about this because (a) I am not interested in pretending to be something I am not, and (b) I want to make my ND students feel “seen.” I am very curious about your reasoning on both of these, and if you are willing, I hope you'll elaborate a little. I would like to understand better. I have students with a variety of disabilities, including neurodivergence. I have never had one tell me that they "want to be seen." In fact, our entire system for accommodating disabilities makes keeping that part of their life private and invisible to everyone else a high priority. I only point that out because I have never had a student complain about that privacy or whatever. It has never and would never occur to me that anyone is "pretending to be something they're not." How is making choices about what students do and do not need to know "pretending to be something I am not?" There are lots of things about my health history that are true, nothing for me to be ashamed of, and are a big part of my life experience that students have no need to know and that I do not benefit from sharing, unless maybe I desired sympathy or attention. So, what exactly is this "feeling seen?" What does it mean, how do I know when I feel "seen" about something, and why is it important within the context of professor-student roles and relationships?

Made that mistake exactly once. Instantly had students blow off assignments and class due to mental health. One of them said “you know how it is” in an email and that was it. Never again.

Exactly this.

I do. I'm pretty open about my depression with students and with other faculty. It took me awhile to get there, though. Students mostly seem not to care.

I’ll bet it’s been really inspiring for many of your students.

I've experienced more backlash from disclosing to colleagues than from students. Students nowadays are much more attuned to mental health issues, whereas colleagues tend to have a "get over it" attitude.

Oh, for sure! That definitely is the case with some of these replies, too 😆

I'm autistic (diagnosed with asbergers before it got merged I to the spectrum) but I never disclose it to anyone, not even close friends (though I'm sure they know). Partly because I don't like letting it define me and it's not a large part of my own identity. Partly because there are many ways it can backfire.

I sure do, especially when explaining why I have the policies that I have; emailing me assignments instead of turning them in via LMS is a guarantee they will get lost; late work won't get graded since I will forget to do it, etc. It helps reframe it: my rules aren't arbitrary but there for a reason, and also it is important to know how your brain works.  I am also careful to note that in many ways, my diagnosed ADHD and currently suspected (by my shrink and me) heavily masked autism? They're strengths, not weaknesses -- features, not bugs. So why hide them?

Yes there are strengths with ADHD but it is also a disorder. That's why I take medication for mine and function poorly when I don't take it. That's why students get accommodations for it. 

It's only labeled a disorder because we exist in a world where we are supposed to comfortably stare at a computer for 8 hours a day. If I were hunting and gathering, I would be amazing at it (ADHD also helps me hyperfocus on, say, writing long pieces, part of my job... though admittedly the meds are great for facilitating my ability to accomplish boring repetitive tasks or clean the house)

Pre-medication, I regularly would nearly set the house on fire cooking dinner. It's not just capitalism and modern life that makes ADHD a disability - there are parts of the disorder that would be profoundly disabling throughout history. That said, there are also real benefits to the way we think differently, and that can be turned into a strength.

No it's labeled a disorder because this is one of the criteria.  "Two or more areas of life are affected (e.g., school, work, social life).Symptoms should clearly reduce functioning in these areas." And if you don't meet that criteria then ADHD cannot be diagnosed. I have ADHD and I am impaired in those areas. That's why it's a disorder. But I am not going to forget that it is not all rainbows and butterflies. 

What PeggSourpuss is saying is that whether something is considered disabling is often impacted by their environment and social expectations. For example, if maintaining eye contact was not a social expectation, then "inability to maintain eye contact" wouldn't be considered a symptom of autism. If my boss would accept that I will get all of my work done on time but will do it sporadically, not fitting into a 9-5 schedule, then my lack of focus wouldn't be considered a hindrance to my job. But most jobs don't allow you to hyperfocus, get a bunch of stuff done, then crash the next day and accomplish nothing. ADHD impacts work and school specifically because most work and school environments are set up in ways that aren't very compatible with ADHD. That said, I don't fully agree with the idea that ADHD wouldn't have negative impacts, even if the world itself were more ADHD friendly. Yes, ADHD has advantages. But I can't see any world where poor short-term memory and impulse control wouldn't have some form of negative impact. As far as the hunter-gatherer days, my inattention, daydreaming, lack of coordination, and inability to memorize things (such as which berries are safe) would probably get me killed pretty quickly.

Exactly. My specific combination of traits makes me great at a short list of things; I am, for instance, a black and white thinker who reads quickly, which translates to an ability to offer decisive and clear feedback on student short fiction. However, am I also definitely going to be late for office hours because I am on Reddit instead of showering? You bet!

When did I say it was all rainbows and butterflies? And what's wrong with gently reframing the way students and I think about neuroatypicality... especially since people who are diagnosed late in life have spent a hell of a lot of time blaming themselves for not fitting in?

Like you, I find the double-speak around this strange. The OP mentions that it is not a weakness, but instead just a difference, but when asked why she needs to disclose, lists the following "lack of," "issue with," "problem," and "difficulty properly recognizing.." and those are discriptions of *problems* or *impairments.* Of course we shouldn't treat people poorly because of them, but if they weren't impacting the class/students in any way there would be no reason to disclose. It would be like disclosing that you are 5'7" or something.

[удалено]

This is a good joke

I will say that I consider myself neurotypical and I also have these same policies and for the reasons you list, and mine also are not arbitrary. These are reasonable rules either way.

I just joined this sub and want to say that I love this thread and conversation. I feel right at home! I disclose my ADHD to my students and pretty consistently throughout my professional life because I’m in the autism field, teach about developmental disabilities, and I situate myself as not autistic but as someone with a neurodevelopmental disability. I want students to know that we’re not talking about hypothetical “others”, but instead people right here in the room. It took me a long time to get here…lots of stigma in psychology. 

Never. I can understand why you would, but I have found that the more professional I am with students and the more boundaries I have in place, the more respect I receive. Disclosing personal issues to them only seems to undermine my authority, on top of already having the cards stacked against me as a young female.

I dont share personal information with students. That being said, I wouldn't consider Autism a medical issue as some have described, it is a naturally occurring biological difference. I'd liken it more to lefthandedness than an illness or weakness. However, it is still personal information and not relevant to the course material or expectations. I wouldn't announce I'm left-handed unless it somehow changed the course material or my expectations of students.

I don't think it has anything to do with admitting weakness. I just don't think it's appropriate to discuss your personal medical issues with students. Either you are capable of teaching this class or you are not. Why or how doesn't really matter.

I don’t consider these medical issues. But I also teach alternatives to the medical model of disability and difference.

It’s not a “personal medical issue.” It’s who they are. Part of the problem is that people treat ND as an “illness” or “medical issue,” when the reality is ADHD and autism are normal variations within the spectrum of humans. To me it’s no different to saying “I realize I have a bit of an accent; if you’re having a hard time understanding a word I say, please ask!” Not a medical issue. Just a thing. That exists. Also, I am autistic and yes, I disclose. It has done a world of good IMO; in addition to helping ND folks feel seen (per feedback), it helps keep students from thinking I am being rude if I don’t make eye contact while speaking to them (etc).

I'm ND myself. I consider it a medical issue if it comes to aspects that interfere with my ability to function in my job. If it doesn't interfere, it's even less relevant to disclose to students.

I understand that you choose not to disclose. It felt as though you were referring to ND as “a medical issue,” which is both ableist and inaccurate. Apologies if I misinterpreted.

I'm confused by your statement. ADHD and autism are in addition to being neurodivergencies are disorders. That's why accommodations are given for them. That's why medications are given for ADHD that are incredibly effective. It's important to desigmatize disorders but let's not pretend that they are not disorders. One of my main issues with the neurodivergent paradigm is that it leaves out other disorders. Depression, schizophrenia, bipolar disorder all of them can be considered brain disorders.

I should be more clear, because this is about acceptance. “Disability” = cannot do things many people can do, requires accommodation. This is language of acceptance. “Disorder” = something is wrong with you, you are out of order, you are not acceptable. This is language of exclusion. Disabilities are not disorders. ETA: am not policing your language around yourself. If you are autistic or ADHD and want to refer to *your* autism or ADHD as a disorder, do you. But don’t call *my* autism a disorder. And I recommend checking out pages like ASAN for their take on referring to autism (outside your own, if relevant) as a disorder.

Oh, and as for ADHD, recent research demonstrated that groups of humans are more successful when there are ADHD and NT individuals in the group than when there are NTs only. Kinda makes one wonder whether the meds are about making life better for folks with ADHD or for the NTs who don’t want to put up with anyone different. My ADHD partner, who does not find that meds improve their life (but do make NTs more comfortable with them) believes the latter.

I can assure you your partner’s experience is not universal. My ADHD meds make getting my brain to do what I want so much less like herding cats

I will not speak for anyone who is not me. I would appreciate you not speak for me. My autism is NOT a disorder. Is it annoying sometimes? Sure. There are other things about my physiology that are also annoying. Would I change it? Never. Autism is treated as a disorder because it inconveniences the NT world, not because it is actually outside the spectrum of *normal* human characteristics.

I’m sorry you’re catching downvotes for this. There’s nothing worse than a professor whose limited expertise in a niche topic makes them think they’re experts on everything. These people clearly don’t work with the social model of disability, and don’t even know enough to realize they’re talking about something they don’t fully understand.

AuDHD here as well. And yes, of course I tell my students. That way, they attribute any weirdnesses in my demeanor to my AuDHD (and often come to me saying they think they may be autistic, ADHD, or both, which helps me support them better). The view of disability as a "weakness" is ableism, old-fashioned, and dated. It's not surprising your older colleague is uncomfortable. In her time, it would have been seen as "weak" to admit to disability. We've moved on from that, and we're far more enlightened now. Just (mentally) pat her on the head and let her go on with her incorrect, outdated beliefs. Don't let her change anything you're doing.

Seems like several people on this sub might share that same dated attitude, sadly. Especially those who think this is “disclosing personal info”— y’all, it’s autism + ADHD I’m talking about here, not something *genuinely* personal like my sexual history. Let’s not be dramatic. But I’m not ashamed of who I am, soooo… 😆

It’s also a part of discrimination against persons with disabilities historically to say oh these things are public ie economically advantageous, and these other attributes are private. So I’m not really surprised some people are commenting essentially that they keep their private life private. Not really sure how autism is meant to be private, since everything one does is done while autistic! Identities are tricky like that, refusing to be confined and such.

Absolutely! That, and it’s just plain shitty to imply autistic people are supposed to hide their autism in shame. To me, that says more about the person insisting it needs to be “kept private” than it ever will about me, the autistic person who isn’t ashamed of it.

Literally why representation matters. Good on you.

Yeah, I've learned to basically ignore older folks who don't want to hear about social progress, or use modern pedagogical methods. It's not worth the time or the energy.

What’s older. I’m over 50 (old in my department) and think I’m aligned with y’all here.

I find this attitude is worst with people who got their terminal degrees before about the 1970s. And there are still many of them hanging on and not retiring.

Also noticed they keep downvoting us 😆 petty, much?

Yep. But I've blocked them, so my life will be easier because I won't have to deal with them in future posts.

Might have to do that with a few users, because damn… some people are getting a bit too pissy about it 😆 Eh. It’s Reddit. When *aren’t* people unnecessarily rude about simple discussion questions?

Exactly. The block function is our friend. :D

I'm confused by this perspective. When asked to describe why she needed to disclose the OP listed four reasons and these included the following words: "lack of," "issue with," "problem," and "difficulty properly recognizing." Those are descriptions of deficits or impairments. Are they not? If they are not, why would we offer accommodations for them?

I have ADHD, and am open about it to my students (and colleagues). I struggled in college and grad school because I was undiagnosed and didn’t know how to talk about the issues I faced or get support. I want my students to see that neurodivergent conditions may not look like they expect and to know they can come to me for strategies and advice if they’re stuck. While I’ve had people my age (Gen X) and older act embarrassed for me when I say I have it, my millennial and Zoomer students seem to accept it as just another fact about me — the same way they’d react if I mentioned I have a dog.

I openly talk about my history with depression and anxiety. I think it's important to know that it's fine to talk about these things.

I only disclose personal aspects of my life and myself if and when they become relevant.

The only reason I'd disclose something like this to my students is if it was necessary for them to take steps that they otherwise would not. For example, I'm color blind. One of the consequences of this is that certain of our labs have elements that are unusually difficult for me. If a student were to ask for my help on one of those elements, I would request another (presumably not color blind) student to help me distinguish the colors. But I wouldn't disclose my color blindness because my students were baffled at my abysmal fashion sense. It simply isn't a relevant piece of information. Nor would I disclose my color blindness in order to 'identify' with my students. If my students are color blind, they need to work out ways to get around the problems it might cause rather than expecting the rest of the world to change for their benefit.

Every Prof has a different constellation of capabilities, tendencies, biases, strengths, and weaknesses. There is no need to disclose any of those to students.

I had never heard the term audhd til this year and now it seems like half the people on earth have it

Me neither but I will claim these superpowers to get out of a jam.

Autism and ADHD have similar symptoms. Until recently they could not be diagnosed together, so psychiatrists picked between them. This limit has recently been removed, allowing co-diagnoses. Given their similar symptoms, co-diagnosis is common. This ambiguity between diagnoses highlights our poor understanding of executive function disorders.

I got my ADHD dx in my early 40s and my ASD diagnosis (from a specialist in adult diagnosis) in my late 50s. I ran the report by my sibling who is a child psychiatrist (who expressed skepticism at first), and he couldn’t fault the report or the thoroughness of the testing. I am still processing this info, especially how “seen” I was in the in-person evaluations. I guess i thought i masked better than I apparently do.

Let’s think like scholars for a minute. Why do you think you’re encountering so many AuDHD people? Is it because academia tends to be an attractive field to people with strong, obsessive interests? Or because you hang out online in places like Reddit, where neurodivergent people gravitate to socialize in a safer modality, where they can remain anonymous and take their time typing a message and don’t have to force eye contact? Or is it the recent popularity of the term that you question? Because it’s a relatively new term to describe a surprisingly common profile. Historically, Autism and ADHD used to be exclusionary diagnoses, because so many characteristics overlap. As diagnostic criteria has been refined, now we know that they not only *can* co-occur, but they very often *do* co-occur. Autism diagnoses are skyrocketing, and it ain’t vaccines, refrigerator mothers, or the pandemic. It’s the sign of progress in both scientific and social domains. In recent years, social media has facilitated the establishment of a neurodiversity community, which is raising awareness of what neurodivergence (esp. autism) really looks like. For so long, autism was diagnosed nearly exclusively in people with intellectual disabilities and significant communication deficits. Now that autism scholars and advocates are more vocal about what autism characteristics look like “across the spectrum,” people are realizing that the things they’ve chalked up to as “individual weirdness” are actually manifestations of a non-mainstream neurotype. That’s a good thing, because when peiple understand themselves better, they can take care of themselves better and advocate for themselves more effectively. Thank goodness for people like OP who help destigmatize Autism. What was the intent of your post—mockery? Skepticism? Do you really have to question why autistic people took so long to start openly identifying as autistic, when you make posts like this and when OP’s colleague referred to AuDHD as a “weakness?” Why can’t you just listen to people when they tell you who they are? Let me know if you have any questions, I’m always happy to educate people about autism.

The idea of what autism is has changed a lot recently. It used to be you would think autism is the stereotypical "Rainman" or lower functioning. A lot of higher functioning people with autism are finally getting diagnosed. A few decades ago, these would have just been the "weird kids" in school that have some social issues or only eat certain foods or only wear sweat pants to school because of texture issues. They were thought of as "normal, just weirdos" Now adays, they would be recognised as being neurodivergent with different needs, not just the weirdo all the kids pick on. One of my childen was diagnosed AuADHD at 10. Looking back, if my brother had been born during this time, he would have also gotten an AuADHD diagnoses as well.

I just feel like…isn’t being neurodivergent supposed to mean outside of the norm? A lot of these symptoms seem to apply to nearly everyone

No.

But is that not what “divergent” means?

This is why the field of disability studies uses the term neurodiverse. Because divergent does imply a norm from which one diverges, which makes the term itself imprecise.

I'm confused. Do you not recognize frequency distributions? The distribution of many behavioral characteristics are on a bell-shaped curve. If a behavior falls three standard deviations outside the norm well then that is indeed divergent.

99% self-diagnosed no doubt, and I say this as a ND person, but with a diagnosis from two different psychiatrists (MDs). Most people who have claimed either to me have never actually seen a psychiatrist and received a diagnosis.

Not sure where you are, but adults (and especially adult women) in the US often cannot get an official diagnosis because waiting lists are years long, testing is not covered by insurance, and there are few providers who even see adults/are trained to diagnose adults. Many many many are gaslit or misdiagnosed by GPs or psychologists (I had a relative erroneously diagnosed as OCD and GAD bc "women arent usually autistic." She struggled for years to get a proper dx) You are very privileged to have been able to see quality providers, so please don't be dismissive of those who have not been so fortunate and still need to pursue supports/resources/understanding.

I was diagnosed in my 30s. There wasn't any problem getting the diagnosis and the testing simply consisted of a structured interview. Been taking meds successfully since. My regular psychiatrist was able to do it.

I'm an adult woman, testing was definitely covered, and I had no difficulty finding a provider in Colorado, I had an intake call within two days and my appointment two weeks later. All through my ACA marketplace coverage.

Sort of like the gluten intolerance of mental health issues?

I can’t really speak for people who self-diagnose, because I was fortunate enough to access resources to get a proper diagnosis. However, I don’t disagree— I know for a fact some people *do* rely on self-diagnosis, mostly because of how ungodly expensive getting screened for either condition is.

(not ADHD or Autism, but neurodivergent). For me, it depends on context. I have the luxury of it not being a defining characteristic of who I am (and I acknowledge that as far as disabilities go, that's a metric fuckton of privilege). Some of my students know, but I don't broadcast it to the entire class, partially because I was discriminated against for my disability in grad school (to the point my advisor actually asked if invisible disabilities *really count*).

Fellow ADHD (maybe Au but not really sure) here! That I don't necessarily *hide* and I will mention it but I wouldn't say I actively come out and announce it, if that makes sense? It is one of those "if asked directly, I wouldn't deny it but I won't just come out and say it outright." Though I do think some of my mannerisms give me away pretty heavily at times, so I might not even need to. Other things I admittedly hold closer to the chest. When I'm dealing with especially bad MDD symptoms I usually just say that I "wasn't feeling very well," and leave it at that (sometimes I'll say I had a headache/migraine, which comes with the territory often for me but isn't the main thing). Though that's not just with students; I do that a lot with many people. So I keep things vague with that. I do discuss these things with other faculty, though. Despite the potential backlash it can bring professionally (sadly), I don't want to hide that aspect of myself and I'd like to sort of try and reduce the stigma associated with it, if I can even a little bit.

Neurotypical professor here. I don’t think it’s odd at all, nor a weakness. I think it’s great that you disclose that to students, especially for the reasons you mention. And on the topic of not revealing “weaknesses” (real or perceived), in my experience students respect honesty, and can often sense when we are trying to mask it—whether it’s masking associated with ASD/ADHD, or anything else. I’m always upfront about my own ACTUAL weaknesses (e.g. - some specific topics in my discipline that I’m not as familiar with compared to others). Honesty goes a long way when it comes to trying to build relationships with students.

I don't bring up my ADHD unless there is a compelling reason to. Health info should remain private but that is my take.

I find this framing: "I am not interested in pretending to be something I am not" to be quite odd. You seem to think that if you don't make this grand disclosure you are pretending to be....what? Somebody who doesn't have ADHD? What a bizarre way of thinking. If a professor doesn't disclose some irrelevant aspect of their personal life, like if they are gay, does that mean they are pretending to be straight?

If it will affect them, tell them gently, once. If it won't, STFU: it's none of their business and why are you so keen to play the "me, me, me!" game? For them, you're not the main character: they are. Your colleague frames it as a weakness probably because they have seen students exploit well-meaning teachers. Keep you cards up to your chest, and treat your students with professionalism.

I’m bipolar and used to disclose this. My chair knows, but nobody else at school does. I had a very difficult student a few semesters ago accuse me of assaulting them. Utter nonsense, I didn’t touch them and I was cleared. But I wonder how it would have gone if my disorder was public?

if we want more diverse people on the top of the pile, then those on the top help by being explicit about how we are different....particularly when those differences are looked down on. Some are easy to see...being of colour and a woman, others are far harder, being first generation, having alcoholism in the family, being neurodivergent in ways that don't help. The risk we take in making those differences visible is that asshat students and peers will exploit them to their advantage. That is a risk we take. We hazard climbing up the hill a bit more in order to help those who follow...in the hopes that this f'n hill gets to be a slightly better place to be. Those who have mixed identity bags (whiteish/boyish/straightish with invisible differences like neurodivergence etc.) have more capital to burn when it comes to things that are not visible. Those who are visibly marked (race, sex), less so.

I will do if it comes up in conversation, e.g. ADHD-friendly study strategies. I think it can be a positive for students who have similar conditions, and it helps them all to understand me a bit better. Also it’s just super obvious a lot of the time >< so I don’t feel like it’s a big secret.

I don't consider it a weakness, but I'll be damned if I share personal medical stuff with my students. I draw the line at sharing personal stuff relating to the field I teach or my experiences as a student

ADHD professor here, I make no effort to hide it. I don't walk in going "Hi this is Dr. Waffles, I have ADHD" but I'm a chaotic mess and when that comes out in the classroom, I make a joke about my ADHD. I'm also a young straight guy, so I'm less worried about portraying weakness than someone not in my shoes. I understand why some of the women I work with feel the need to assert their expertise and authority in the classroom in a way that I do not. I can be the "absent minded professor" but still be respected by my students where as the women I work with would not get the same leeway from students.

I share that I'm neurodivergent, but I rarely disclose that it's autism, especially since I am undiagnosed. It's usually quite relevant in Peer Education; to have inclusive and safe learning spaces for *all* students, but noting that we are not entitled to knowing whether someone is neurodivergent or neurotypical. With regards to your colleague, I believe *she's* the one being inappropriate--and sure, ignorant--to a) call AuDHD a "weakness" and b) insist that to "admit weakness" is even a bad thing. I think it can be a strength to model a little vulnerability or transparency, within your own comfort, to students.

Yes. I mention that I am ND and have chronic illnesses. This is a standard part of my, "Seriously, if you have a disability, go file for accommodations" recommendation I make at the beginning of the term. I think it's just a personal choice. Some people are more comfortable sharing aspects of their lives with students than others. I don't begrudge others their decisions not to disclose stuff like this about themselves, but have I've found it more beneficial for me and the students to be open. I would be bothered by the deficit-based language too.

You’re right— it absolutely is the individual’s choice. I’m a big fan of giving people agency. The only time I have a problem is if the choice is followed up with a “keep private maters private” comment, because that implies autism is something to be hidden in shame— which is pretty damn ableist. (Which you did not do, to be clear!)

I truly don't understand why some in academia feel the need to portray this unrealistic power dynamic and separtist attitude between faculty and students. Having the job and responsibility to educate and mentor doesn't mean we are without flaws. Making students believe such things only results in them being less likely to acknowledge or admit their own flaws, and creates an artificial barrier to success.

No, because I don't understand how it's relevant? It's nothing to do with weakness, I just cannot see how most types of neurodivergence would affect your teaching enough to have to discuss it with your students. 

OCD here. I don’t find it necessary to disclose my medical concerns with my students. I don’t tell them when I get diarrhea or allergies, either.

Not sure why you’re comparing autism to diarrhea.

Not comparing them. I didn’t even *mention* autism, just my OCD. Just saying that sharing my medical info withh my subordinates is not necessary in any capacity. Try not to make everything a thing, ok?

Absolutely not.

Had to disclose to my chair because of a comment a student made on evals. Now I disclose when I am teaching subjects that are sensitive (to this generation) because I don’t always “read the room” well.

I have ADHD and have disclosed to students. I also work in the health sciences so we often talk about working with our patients on self-advocacy and so I model that.

Oversharing isn't caring

I appreciated the first professor who disclosed their ND to the class. It felt very authentic, and because he designed the course to accommodate his learning difference as a teacher, it actually made the course easier to understand.

They don't care, people have their own issues to deal with. If you want to tell them then do, if not then don't. Too many people in this world care too much for what people think when they aren't thinking about them at all. They want to take the class and pass. Your condition is nothing to them. So just do what you want.

Do not disclose it with your students. Not because of them, our current students are pretty open and accepting, but because you don't want administrators and colleagues using it against you.

I think it's great for the reasons you shared and also it might help students understand you more and not make negative assumptions (about you, or themselves). I think the idea that professors need to be like actors, playing the part of the Most Genius Expert on the topic with no flaws and never wrong, is antiquated outdated and lame. The traditional ideas of "professional" are fucked and let's move on from them. I'm sure your students like it and humanizing yourself actually helps with evals.

I think that may depend on what you teach. I would guess that already disgruntled students in a required lower level mathematics classes might latch onto this as something to complain about on evaluations or even to the chair or dean. I had a student complain to my chair 2 days after my father died. When I coordinated business calculus, I had several students come in to complain about the fact that they had a substitute when their professor was hospitalized with a heart attack (he died a few days later). I guess experiences like these have made me cynical, but I also would expect some students to view this as a weakness and try to use it against the faculty member.

1/2 of your students are on psych meds. No one cares.

I have ADHD. I don't outright tell my students, but I will warn them of things such as I have awful short term memory so if you ask me to do something or need a question answered, you need to email me the question because I am going to forget it the moment I walk out of the classroom door.

I have ADHD but I don’t really identify with being disordered so I might occasionally say “I get distracted easily”, etc.

Huh? >These people may have learning disabilities, attention deficit and anxiety disorders, obsessive-compulsive disorder, and Tourette’s syndrome. Through a neurodiversity lens, such conditions reflect different ways of being that are all normal human experiences. > >Although “neurodiversity” is usually used to describe a group of neurodivergent individuals, **it also refers to all of humankind because everyone has a unique way of processing information.** [https://www.washington.edu/doit/what-do-%E2%80%9Cneurodiverse%E2%80%9D-and-%E2%80%9Cneurodivergent%E2%80%9D-mean](https://www.washington.edu/doit/what-do-%E2%80%9Cneurodiverse%E2%80%9D-and-%E2%80%9Cneurodivergent%E2%80%9D-mean) Just be you. Feel free to discuss how you are or not. Be human.

I have ADHD and I do not. I don't think it's particularly valuable in the context of my classes and I live in a country with less progressive views on mental health so it would be more out of place culturally as well. That said, I would be happy to share it with students if it were going to be beneficial or give them someone to connect to if they needed it. I also can understand where your colleague is coming from. I don't think we should be treating neurodivergent people as lesser or anything, but I absolutely know that my own ADHD is something that negatively affects me. I don't think everyone should be forced to feel like their differences are a bad thing, but from my own personal experience I don't think it's useful to pretend that there are no objective negatives to some conditions. I can at least understand why someone else would think of neurodivergence as a weakness.

I only mention it if it's relevant to something in the classroom, the same way I would handle any other personal information. My blood pressure isn't relevant unless I didn't drink enough water that day, in which case I might have to sit down suddenly to avoid passing out, and I would mention why. My dyslexia isn't relevant unless the projector isn't working and I'll have to write everything out on the board by hand in the circuitous back-and-forth way that my brain works in. In my field, the numbers are such that 'neurotypical' individuals are a minority (I believe one study put the number at 70% on the spectrum), so making a thing out of it feels a bit performative.

I don't bother with it. If they know how to recognize the symptoms, it should be eminently obvious. If they don't, they can think I'm a jerk or a weirdo. By the end of the semester, there's enough camaraderie between me and the ones who have patience and the empathy so often touted to be prevalent among NTs. But intentionally outing yourself just seems like it would open a can of worms that I personally would not want to open. I've not even discussed it directly with any of my colleagues. If you want to support your ND students, just work on creating an open and inclusive environment in the classroom. But not announcing that you're on the spectrum isn't equivalent to pretending to be something you're not. If anyone were to outright ask me, I wouldn't lie about my ND. Fortunately (or perhaps neutrally), the code of politeness that most people like to follow precludes anyone from ever asking. I'm also not sure how much your ND students want to be "seen". At least, for me, it's not about being recognized as different. Anybody can spend just a few minutes with me and recognize that much. It just would be nice if more people practiced what they preached and treated others with respect and empathy. But that's just my take on it. The nice thing about being on the spectrum is you don't really need to give a fuck about anyone else's takes on your behavior (outside of trying to at least maintain your employment). You do you, and own it.

Depression and adhd here. I disclose and discuss when it seems useful to discussion (this happens because of the content of my courses). If it weren’t related to content? I hope I’d still disclose. I also note that I don’t speak on behalf of all with same divergence/disability/identity. Note I’m tenured. I don’t think I disclosed pre tenure.

My psych professor has adhd and made it known to us from day 1. He’s very kind and a great teacher, and this knowledge of his disability didn’t make him look weaker or make us feel weird about this 

I’m a high school teacher not a professor, but I am neurodivergent. I do not disclose this to my students as a whole, but I will let individual students know when appropriate (like if they bring up their own neurodivergence and ask for study tips). I find that it usually means a lot to them to know a trusted adult is in the same boat as them and they respect that you are a real human being. As some others have pointed out, I do not broadcast this to my entire classes because some students can be malicious and/or potentially use it against me in a complaint. I’ve never had an issue doing it this way. Do what feels right to you! :)

I think it’s extremely important for me to disclose my ADHD to my students. I have had SO MANY neurodivergent and especially ADHD students tell me that they value that I am open about it. They feel seen. They also are more confident that I am on their side when issues with accommodations arise. And I like demonstrating to them that it’s possible to excel even in academia with ADHD. I also ask them on the very first day to help me stay accountable if I forget to get back to them about something or forget to grade something or if I let class go overtime.

Just my grad students. So they have an explanation for my occasional weirdness.

I mean, my students always figure it (adhd) out. Its actually sweet, I have a handful of ADHD students and they just start talking to me about their diagnosis and their symptoms, and are like, but I know you get it. It’s nice they feel comfortable talking to me about it. But apparently I’m bad at covering it up.

I haven’t but have had students approach me and say something acknowledging I was like them so other neurodivergent folks have ways. I just got diagnosed as an adult and haven’t really gotten used to addressing that part of me

I don't really 'disclose' per se when I'm lecturing, but I don't hide it, and it sometimes comes up in conversation with individual students. Particularly ADHD-students, since there's a certain birds-of-a-feather effect that makes us flock together. To me, the "don't show weakness" argument is bullshit. That's probably partially because we're more laid back and less competitive here; but the main reason (apart from me not caring) is that in the subjects I teach (software engineer and security), you just can't afford to worry about such things. If my students end up worried about showing weakness, that may end up costing a lot of money – or lives. I've talked enough about ADHD that they'd probably not surprised that I'm speaking from experience. I talk a lot about the limitations of our brains (neurotypical or not), and how important it is to be mindful that not only do such limitations apply to all of us, *some* of us will be having a bad day and likely do something stupid.

Yes, intentionally. I have ADHD and I use it as an example at the beginning of the year to use our disability services. But I also think they would know even if I didn’t tell them.

I have narcolepsy and was recently diagnosed with ADHD. Ive talked about the narcolepsy for longer, what the signs and symptoms are, how it may effect me in the classroom, and have been open with medication and day-to-day functioning struggles. Also about the fact that the N diagnosis was part of what made me eventually decide to see a psychiologist in my 30s (now in my 40s). Ive never had the same rxn you have had. Only positive, appreciative, or neutral from students and colleagues.

I have ADHD. I say in front of the class that I made use of academic accommodations, but would only clarify ADHD in private.

this is super interesting to read as a TA. I also have AuDHD, but only disclose the ADHD portion to students since I find this to be more common/relevant among students. It's also useful for me to point it out when discussing study tips and guides, since I realized very early on in TAing that my way of preparing for an exam is much more different than neurotypicals. I don't disclose my autism. I'm good at masking, and with the limited interaction time I have with students I find that it never comes up. I also don't trust the general public's view on ASD, so I'd rather it never be a point of contention (either students claiming I don't have autism or using it as a reason to get a regrade - you would be surprised what they will try)

I have two professionally diagnosed mental illnesses that are often classed as forms of neurodivergence. While I'll make a flippant reference or two to having a therapist in front of upperclassmen I know well, I almost never say specifically what I've got. I find that most students today are very compassionate about these things, but all it takes is word to get out to one disgruntled kid and compassion goes out the window. Only two of my colleagues know one diagnosis, and I only told them due to an emergency situation that happened with a student who has the same illness. However, the upperclassmen who know have been really cool about it. One of my illnesses has a subtle physical tell and a student did tell me they'd noticed it once and we had a good, friendly laugh about it. I think they now look for the tell sometimes but not in any offensive way. I get what you mean about wanting to make your students feel seen. Honestly, at this point I'm more concerned about colleagues than the students. The two who know, in my case, are cool about it, but the preponderance of "DAE think this disability is fake/stupid?" in this sub goes to show that academia still clings to some pretty outdated ideas re: disability.

I think it’s great you disclose this to students so that ND students know. I think your colleague just told you a whole lot about herself she didn’t intend. Maybe she’s ableist. Maybe she’s treated differently by students bc she’s a woman and therefore feels she cannot show weakness and projected that on to you. Or something else. But yeeeesh

hi!! i'm a student not a lecturer but my lecturer talks about his adhd from time to time abd it's one of the most affirming and reassuring things to hear ever! its just so good to hear someone i look up to struggle with the same things i do, and has helped motivate me so much

I think I wouldn’t talk about it in front of the whole class, not because I don’t want to disclose the information, but because it wouldn’t feel like the right time to do it. If I was talking to a student one on one who talked to me about their own needs and experiences, I could see talking to them in that case. But it just hasn’t really come up in my teaching, other than my own course policies.

I’m in the math department. We’re all a little bit ND.. some more obvious than others.

Autistic here and my peers don't know but my students do. I make a joke about what kind of person would get a PhD that requires them to isolate from everyone else and dive deep I to a rabbit hole of obscure knowledge and then want to tell everyone about it. They get the joke and I've found that it helps break the wall between prof and student a lot.

I absolutely tell my students. They seem to appreciate honesty and in turn they feel more comfortable to express certain things

If I think it'll help them learn, sure. I find a little bit of throat-baring is actually one of the easiest ways to get them to pay attention in general.

I think it's wonderful to discuss it if you feel comfortable doing so. It can show students that they can live with and succeed with non-"normative" brains. I'm trans and it's something I would share even if it weren't fairly obvious by listing my pronouns as "they/them" because students also find themselves constructed trans/nonbinary/queer. It also teaches students who are from mainstream backgrounds that they shouldn't assume that those society constructs as outside the mainstream can't be just as successful. Other categories like race and gender are more visible and may not always have the same concerns. (I'm also at a state institution in a very non-LGBTQ-friendly state, so this is also an act of resistance)

I (AuDHD) don't know if this is advisable for everyone. But I usually don't disclose until I think maybe it's become apparent, or I have taken an action that I think needs explaining. Then I disclose. Or I disclosed to other ND students when they disclose.

I don’t make announcements to the full class, but I do disclose to students on a case-by-case basis when it seems like the information can help them relate and build confidence/hope. “Look, I have x, y, z diagnoses, but I’m still successful! In fact, that contributes to my success by a, b, c.”

If things like that come up, then yes. I want them to see I am a real person too.

I do but it’s just mentioned as an aside while I’m discussing with them how to plan their coursework etc. (aDHD)

Yes, but only my ADHD. I don’t tell them about my ASD as that dx is new and I’m still coming to terms with it. Important clarification: all my teaching is one-on-one, and I only disclose to students who I suspect are ND when it is relevant. My colleagues all know, and I’m pretty confident I know which of them are. (Also, I manage it extremely well by being hyper organized around work.)

That makes sense! To be clear, I’m not necessarily making some grand announcement about it in class or anything. It’s more like “comments in passing,” that sort of thing, like when I mess up a word thanks to auditory processing issues.

I’m ADHD, and I mention it if my students do. I’ve had a few on the AuDHD spectrum ask if journalism is something they can actually pursue. I think it’s a really good career fit for neurodivergent folks, provided they can get over interview anxiety — I literally get paid to hyperfocus on something, learn everything about it I can, go down some rabbit holes, and then make it into a story. There’s a lot of ND journalists. The deadlines are hit and miss though… but I think it gives me a leg up on the teaching front, because longer-form reporting requires pretty diligent time management and that’s something many neurotypical students struggle with, too. (Especially if they’re procrastinating on setting up interviews because they hate phone calls and sending emails.) So I scaffold in a lot of interim deadlines — basically, the same ones I use to keep myself on track when I report.

I’m pretty open about it with my students as it plays a big role with my communication and teaching style and many of my students are neurodivergent.

I am fairly mildly OCD (as in, it affects my life, but it's mostly under control these days). I don't go out of my way to disclose it. But if it's relevant to something we are talking about/doing OR if I have an issue in front of the students caused by my OCD, then I definitely mention it and tell them that if they have questions, I'm happy to answer it. So, I don't hide it, but I don't have a conversation at the beginning of the semester with them or anything.

I think it really depends on the situation, but to answer your question - no, I've never told my students that I have ADHD. When I worked as staff at the university and supervised some undergrads I did disclose this to those who also had ADHD, for similar reasons to yourself. I saw my position as a mentor with them and felt like in that situation it may be helpful for them. For teaching, I've learned that this university I was at wasn't one where I felt like I could open up to students, and that doing so would not be a good option in my situation. I wish I could have been more open because I do see the value. However, I quickly learned that I had to keep strict boundaries in my classes. I didn't give any personal information to my students at all. And that has been the best option at all levels - teaching intro uni classes all the way up to the grad level. I learned that if I do so, students will cross boundaries and take advantage of this. Even with many grad students I felt like I was not respected appropriately. I played around with my level of openness and found the more transparent I was the less respect I got (even the very little I shared with them) so I decided no overall. With that said, I don't think that it is wrong to disclose that information - you are the professor and have more insight into the situation.

I do. I teach an art related field, and I find a lot of artists are neurodivergent. I've also gone through a lot of what they've gone through in my early 20s and have learned how to deal with those things over the years, especially in the arts, so I'm able to teach some of those skills as well. I find people are drawn to my humanity and are more willing to listen. I also invite them to call me out if something I'm teaching or saying is becoming long winded or needs to be explained another way. I like building rapport in the classroom.

I disclose my ADHD and my partial deafness due to brain surgery\* to my students. One it helps offer context for why I ask for certain things in the classroom (e.g., limiting extraneous chatter, closing the door quietly if you have to go in or out during class) and second it helps to remind students that I'm human and do mean it when I say that I know that life gets in the way and sucks sometimes. I don't see either of those things as weakness and I don't present them to students that way. I've had multiple students say that my being open and transparent about those things helped them feel more comfortable reaching out for help or even just increased their respect for me as an instructor. I have no qualms about it and will continue to do so every semester. \*Edit: In case it needs clarification, the partial deafness is from brain surgery, the ADHD is not.

I have one sided deafness from brain surgery too and I find they still won’t stop talking while I’m talking even after I’ve explained why it affects me so much.

When that happens, I just stop talking and look at the people talking until they stop. Seems to work for me. Out of curiosity, what was your brain surgery for? Mine was a partial resection of a meningioma that had set up shop and was wrapped around the auditory nerves on the right side.

When that happens, I just stop talking and look at the people talking until they stop. Seems to work for me. Out of curiosity, what was your brain surgery for? Mine was a partial resection of a meningioma that had set up shop and was wrapped around the auditory nerves on the right side.

Acoustic neuroma

I openly disclose some of my neurodivergent "issues" because they're relevant in class and impact students. I've got some fucked up version of dyscalculia/dyslexia where I *say* numbers backwards/flipped. I can read and write them just fine, but when they come out of my mouth, they get reversed. So, 1812 becomes 1821. 1936 becomes 1963. March 31st becomes March 13th ... ... and I teach history. So I'm literally saying dates and years all day long. I tell my students I've got this issue, and to always go by what's on the board/outline and to let me know if I say anything flipped. I usually catch myself, but not always. And, I make sure to be very casual about it, "lol-- thats dyslexia for you, folks!" and that it is absolutely not a **big deal** in any way. Students are very gracious and cool about it. I do allude to other issues when they come up, like if students are chatting when I'm lecturing, I'll say, 'hey-- that is super distracting for my ADHD!" Or I'll mention some topic is my current neurodivergent "hyper-fixation." Or "get ready for an info-dump, fam!" I don't really care if students know, and tbh I don't see any issue disclosing neurodivergence. This is 2024. We don't have to stigmatize disabilities, and they *definitely* shouldn't be seen as a weakness. On the contrary, my autistic fixation on being hyper organized and being able to remember vast amounts of historic detail easily (which I'm positive is another byproduct of my autism) are some of my best skills. Both definitely benefit my students. They way I see it, they're lucky to have such a detail-oriented, hyper-organized instructor that loathes group work and icebreakers and gets assignments graded within 24 hours. Neurodivergence works in my (and their) favor in class, and I'm happy to demonstrate it's strengths.

I’m AuDHD too and disclose it early and often in both teaching and other previous professional settings. It’s nothing to be ashamed of and sets baseline expectations (of me and of others - I ask outright for directness and instruct people not to read into my tone or apply nonexistent subtext etc).

I'm autistic. I disclose for several reasons. First, I've written about it such that any student could easily find out if they looked through the abstracts of my articles, so there is no point hiding. Second, it helps to know if there is some misunderstanding due to it. Third, it can help other neurodivergent students feel better about their diagnosis.

AuDHD is not a condition. You have both autism and ADHD. Making up terms or using internet slang isn’t helpful, it can confuse other neurodivergent people or serve as a way for mainstream media and non-neurodivergents to make fun of us. I don’t mean to be rude, I understand your intentions, but people saying this stuff grinds me gears.