Managing Energy Resources as a Teacher with Autism

Lately, I’ve been reflecting on the challenges teachers with autism face in managing energy resources. Through this process, I’ve delved into how autism affects my body and energy levels, drawing from my experiences and ongoing research. Burnout has been a recurring theme in my life, often with catastrophic consequences. It has cost me friendships, jobs, and even my own successful business of five years.

For me, burnout isn’t the fire alarm—it’s the fire itself. By the time it hits, recovery requires weeks, sometimes months. Being perceived as “high-functioning” often exacerbates the issue. People assume I don’t need support, but the truth is quite the opposite. The energy it takes to mask my traits or suppress behaviours to fit societal expectations is immense, and it’s unsustainable, especially during stressful periods.

As a professional, I live with the persistent worry of being suddenly incapacitated—of being perceived as weak, overly sensitive, or “different.” This fear drives my reflection and research because, above all, I want to be a capable and reliable teacher.

Pushing on through

One of the challenges autism brings is chronic fatigue, often tied to mood and environment. Individuals can  hyperfocus and push through exhaustion without recognising that my body needs rest. Pair this with difficulty sleeping—a common autistic trait—and the result is often burnout. In this state, I lose the ability to mask, regulate emotions, or even communicate effectively. Recovery isn’t quick; it can take weeks, which is an enormous challenge when balancing a full teaching schedule.

To mitigate these risks, I’ve been exploring strategies to manage energy more effectively. A well-documented lesson plan and clear rationale can reduce the impact of any unexpected absences. But more importantly, having an active, preventative plan to recognise and address burnout before it happens is vital—for both teachers and the institutions they work within.

Recognising Warning Signs

The first step is learning to identify the “alarms” that signal burnout is approaching. For me, these include heightened irritability, trouble focusing, or physical signs like headaches and muscle tension. Recognising these early can help me act before things escalate.

Fatigue, inability to focus, struggle to communicate effectively, irritability, increase insomnia, decreased appetite, negative or intrusive thoughts, increased task paralysis

Recognising Warning Signs

Open communication with colleagues and leadership is essential. Sharing my concerns and strategies with trusted individuals ensures there’s a safety net in place when I need support.

Prioritising Self-Care

This means giving myself permission to rest, setting realistic limits on my workload, and being mindful of environments that could drain my energy. Self-care isn’t selfish—it’s essential to staying healthy and effective in my role.

Managing energy as a teacher with autism requires both individual effort and institutional understanding. It’s about recognising the unique challenges and strengths autism brings and creating systems that support long-term sustainability. By prioritising self-care and refining my teaching strategies, I hope to not only prevent burnout but also model resilience and adaptability for my students.