What being a neurodiverse leader taught me

By Imran Mir, Programme Lead and Campus Head at Apex College, a higher education institution in Leicester.

Leadership in education is generally judged by indicators such as retention rates, achievement scores and Ofsted grades. These are very important, but leadership is far deeper than just numbers. Growing up with autism and then becoming an educational leader in higher education has shaped the way I lead. Being neurodiverse means I see various situations differently; I notice things which others may miss and feel a deep empathy and connection with students and staff who at times can be invisible in our systems. These lessons are just as relevant to further education as they are to higher education, and perhaps now FE also requires this kind of leadership more than ever.

Seeing leadership differently Traditional methods in FE focus on retention, outcomes and budgets. These are essential; however, they do not always capture the whole story of what actually makes a resilient sector in education.

In the UK, it is estimated that one in seven people are neurodiverse (Gibbon, 2020). Yet representation at leadership level remains very limited. Neurodiverse learners are beginning to be offered far more support when it comes to teaching and adjustments, but when it comes to decision-making tables, there still is a lack of voices, and these need to be increased.

Having first-hand experiences of being neurodiverse, I feel being inclusive is major part of leadership and something I always look to achieve. Leadership is not only about results but about creating inclusive environments where learners and staff are able to thrive. This means being able to recognise hidden learners, and build systems which do not solely rely on diagnosis and ensuring colleagues feel safe to bring their whole selves to work.

From my experience of being a leader in HE, I have drawn lessons that can be applied directly to FE. The first is the power of clarity. Neurodiverse learners and staff will often thrive when instructions are clear and expectations visible. In reality, everyone will benefit from this. For example, when a learner is given a clear assignment brief or transparent policy, it reduces anxiety and builds trust.

The second lesson is flexibility. Recruitment, CPD and assessment systems often reward conformity. Deloitte (2017) shows that neurodiverse teams can be up to 30% more productive in tasks which require creativity and problem-solving, however traditional systems still at times tend to ignore such talent. Strong leaders can change this by adopting task-based interviews, blended assessments and CPD that take in to consideration different communication styles.

A third lesson is role modelling. For a long time, I always thought that being open about my autism will be seen as a weakness. However, in reality, sharing my story has made me a much stronger leader. It has encouraged colleagues to share their own stories and helped students feel less alone. Vulnerability, far from undermining leadership, builds trust and authenticity.

These lessons must extend beyond individuals to institutions. FE requires leaders who embrace diversity of thought and experience. Leaders who think differently bring creativity, adaptability and resilience. These qualities are what the sector requires in a time of funding pressures and digital disruption.

It is estimated that there are one in five people who are dyslexic, many of these people have great problem-solving and communication skills (Made By Dyslexia, 2023). Yet if recruitment and promotion structures are not inclusive, then these skills and abilities will be wasted.

Creating cultures that value neurodiverse voices is not about lowering standards. It is about raising the bar for inclusion. When leadership teams welcome difference, it indicates to staff and students that they too can belong and prosper. Colleges that are able to achieve this will often see much stronger engagement, innovative teaching and staff which are committed to helping the college succeed.

As someone who is working in higher education, I know these lessons can be applied across the education landscape. But they feel especially urgent for FE, which serves so many learners who might otherwise be left behind. Neurodiverse leadership is not a side issue, it is part of shaping the sector’s future. If FE wants to remain relevant, resilient and inclusive, it must understand the value of leaders who think differently. The sector cannot afford to waste talent.