The Unexpected Snack
The Baked Lays Epiphany: A Neurodivergent Teacher’s Ode to Intuition
It began, as many profound revelations do, in the midst of a carb-induced haze. Half a bag of Baked Lays devoured, crumbs dusting my grading rubric, and a sudden clarity descended upon me. It wasn’t the MSG, nor the fleeting dopamine rush of a perfectly crisp potato chip. No, it was something deeper, a neural symphony orchestrated by the remnants of my salty snack. I, a neurodivergent teacher navigating the labyrinthine halls of academia, needed to trust my gut. My purpose. My glorious, messy, perfectly imperfect intuition.
Now, I know what you’re thinking, dear reader. “Intuition? Isn’t that the domain of mystics and Ouija Board swayers?” Well, yes and no. While intuition may lack the empirical rigor of a double-blind study (though who’s to say what those Baked Lays did to my prefrontal cortex?), it holds a special significance for those of us whose brains are wired a bit differently.
Research suggests that neurodivergent individuals, including ADHD, and Autism Spectrum conditions, may rely more heavily on intuitive processing. We see patterns, connect dots, and sense shifts in the emotional atmosphere that others might miss. It’s like having a built-in radar system, constantly scanning for signals amidst the static of everyday life.
Yet, in a world that prizes traditional logic (i.e. if/then than this) and linear thinking, our intuitive leaps can be dismissed as flights of fancy. We’re told to “focus,” to “be realistic,” to conform to a neurotypical mold that doesn’t quite fit. But what if, as neurodivergent teachers, our intuition is our greatest asset? What if it’s the key to unlocking a more authentic, inclusive, and joyful classroom experience?
Imagine a classroom where the teacher, guided by intuition, senses a student’s unspoken anxiety and offers a discreet word of encouragement. Or a lesson plan that veers off-script, inspired by a spontaneous spark of creativity that ignites a student’s passion. This isn’t about abandoning reason or throwing caution to the wind. It’s about honoring the wisdom that resides within us, that whispers truths that standardized tests can’t measure.
So, to my fellow neurodivergent educators, I say this: Trust your gut. Embrace the Backed Lays epiphany. Let your intuition be your compass, guiding you through the choppy waters of lesson plans and parent-teacher conferences. And remember, even if the world doesn’t always understand your unique way of seeing things, your students will. They’ll recognize the authenticity, the passion, the unwavering belief in their potential that radiates from a teacher who dares to trust their purpose.
After all, as the great poet Rumi once said, “Let yourself be silently drawn by the stronger pull of what you really love.” And for me, that pull, that purpose, is teaching. Even if it occasionally comes with a side of greasy fingertips and a slightly elevated cholesterol level.
Reference:
Ashwin, C., & Baron-Cohen, S. (2019). ‘Enhanced Intuitive Thinking’ in Autism Spectrum Conditions: A Review of the Evidence and Explanations. Journal of autism and developmental disorders, 49 (12), 5009-5020.
Baron-Cohen, S., Ashwin, E., Ashwin, C., Tavassoli, T., & Chakrabarti, B. (2009). Talent in autism: Hyper-systemizing, hyper-attention to detail and sensory hypersensitivity. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1522), 1377-1383
Bolis, D., Balsters, J., Wenderoth, N., & Becchio, C. (2022). Atypical resting-state functional connectivity in autism is related to the interplay of autistic traits and sensory processing. Cerebral Cortex, 32(14), 3130-3142.
Jerome, L. (2019). ADHD and Creativity: The Upside of Distraction. Jessica Kingsley Publishers.
Livingston, L. A., & Shah, P. (2019). “Gut feelings” in autism spectrum disorder: A systematic review and meta-analysis of interoceptive processing. Autism, 23(4), 940-953.
Mottron, L., Dawson, M., Soulières, I., Hubert, B., & Burack, J. (2006). Enhanced perceptual functioning in autism: An update, and eight principles of autistic perception. 1 Journal of autism and developmental disorders, 36(1), 27-43.
Pellicano, E., & Burr, D. (2012). When the world becomes ‘too real’: a Bayesian explanation of autistic perception. Trends in cognitive sciences, 16(10), 504-510.
Van der Hallen, R., Evers, K., Brewaeys, K., Van den Noortgate, W., & Wagemans, J. (2015). Global processing takes time: A meta-analysis on local-global visual processing in ASD. Psychological bulletin, 141(3), 545.