Being ‘Too Different’: Exploring the Intersection of Neurodivergence and Non-Binary Identity in Physical Education Initial Teacher Education

An ever-growing body of physical education (PE) research utilizes an intersectional lens to examine the professional lives of teachers. However, while current studies heavily feature the impacts of gender and race, disability and neurodivergence remain significantly under-explored as sources of identity, embodiment, and oppression. Consequently, this article investigates the under-researched intersections of gender diversity and neurodivergence by exploring the initial teacher education experiences of one non-binary autistic individual. A series of individual conversations with Sid, the participant, were audio-recorded and used as a data source. Audio recordings were transcribed and subjected to reflexive thematic analysis. Through a systematic coding process, ten initial codes were developed and synthesized into two overarching themes: (1) Feelings of Self-Doubt, Stress, and Anxiety, and (2) Navigating Social Friction: The Impact of Peer Judgment. Feelings of stress and anxiety characterized Sid’s views about and experiences of initial teacher education. Interactions with others, especially students, were notably stressful for Sid. Sid cast themself as “different” and suggested that their difference was the source of their marginalization and ostracization. Sid did not and could not attribute their difference to autism or gender identity alone. Instead, these dynamics intersected, positioning Sid as an embodied entity who routinely experienced othering and social exclusion from peers within the university environment. What was clear from Sid’s accounts is that much more needs to be done to welcome non-binary autistic students, improve their interactions and relationships with other students, and develop a greater sense of belonging.