Date of Conferral

4-27-2026

Degree

Ph.D.

School

Psychology

Advisor

JoAnn McAllister

Abstract

The COVID-19 pandemic affected individuals, families, communities, and a variety of workplaces across the world. Many studies have addressed the impact of the emergency transition from on-ground to online on educators, students, and their families. However, while there is emerging literature on the impact of COVID-19 on neurodiverse individuals and on neurodiverse individuals in the workplace, there is little or no research on neurodiverse teachers. The purpose of this study was to explore the experiences of neurodiverse educators who transitioned from on-ground to online teaching during the COVID-19 pandemic. Bandura’s social cognitive theory of self-efficacy and Garmezy’s theory of resilience guided the research design. Eight participants who identified as neurodiverse were asked to describe their lived experience transitioning to online teaching during the COVID-19 pandemic and to reflect on the effects of this transition on their resilience, self-efficacy, and adaptability. An interpretative phenomenological research design and analysis were used for this study. Findings revealed themes related to emotional strain, technological and pedagogical challenges, relational disruption, leadership impact, equity-driven concerns, and instructional adaptation. Participants described both vulnerabilities and strengths, showing resilience, reflective insight, and adaptive problem-solving despite significant stressors. Insights from this study may contribute to positive social change by providing insights from this diverse population of educators that may influence the further development of appropriate training, accommodations, and inclusivity.

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