Finding our place: The experiences of neurodivergent kaiako in ECE

Authors

  • Jackie Solomon Open Polytechnic of New Zealand
  • Veronica Griffiths Open Polytechnic of New Zealand
  • Erin Hall Universal College of Learning
  • Derek Hartley Open Polytechnic of New Zealand
  • Fleur Hohaia-Rollinson Te Rito Maioha Early Childhood New Zealand
  • Kerry Purdue Open Polytechnic of New Zealand
  • Donna Williamson-Garner Open Polytechnic of New Zealand

DOI:

https://doi.org/10.54322/35gxha59

Keywords:

neurodivergent kaiako, early childhood education, inclusion, equity

Abstract

The study reported in this article is part of a broader research project conducted in 2025 to investigate the experiences of kaiako with disabilities in ECE. A social constructionist theoretical framework was employed to collect data via an open-ended online survey and semi-structured online interviews. For the purpose of this article, we analysed responses from kaiako who self-identified as neurodivergent, specifically as having autism and ADHD. Key findings from the research underscored the valuable contributions neurodivergent kaiako bring to the teaching profession, and included empathy, creativity, and a nuanced understanding of diverse relational dynamics. These findings highlighted the importance of recognising neurodivergent kaiako as integral contributors to the ECE sector, and call on ECE leaders and managers to adopt a strengths-based approach to cultivating ECE environments that are genuinely inclusive of neurodivergent kaiako. Recommended actions include identifying and removing barriers to reduce the fear of disclosing neurodiverse conditions, to provide appropriate work accommodations, and to foster inclusive and affirming workplace cultures and environments.

Author Biographies

  • Jackie Solomon, Open Polytechnic of New Zealand

    Jackie Solomon is a Senior Academic Staff Member at the Open Polytechnic.  She has worked in early childhood education for over 30 years in a variety of roles – Playcentre, kindergarten kaiako, professional development facilitator and for the past 11 years, in initial teacher education with the Open Polytechnic.  She has a wide range of interests, and has taught on a wide range of courses, more recently on practicum, however, her overarching focus is around equity, diversity and inclusion.  She completed her Masters of Education in 2021 with a strong emphasis on supporting Pacific ākonga succeed in tertiary education. 

  • Veronica Griffiths, Open Polytechnic of New Zealand

    Veronica Griffiths is a Regional Academic Staff Member in the early childhood education programmes at Open Polytechnic, before this role, Veronica worked in several ECE centres in leaderships roles. Her current research interests are teacher inclusion and diversity and leadership and mentoring. She is currently working alongside other kaimahi on a research project that is focussed on capturing the voices of diverse kaiako.

  • Erin Hall, Universal College of Learning

    Erin Hall is a senior lecturer in the Bachelor of Teaching (ECE) programme at UCOL (Universal College of Learning – Whanganui Campus). Prior to this her background was in kindergarten teaching and in leadership roles, both in New Zealand and Australia. Erin has interests in the areas of inclusion and diversity, professional practice experiences, and mentoring, with all these areas underpinned by the values of collaboration, relationship building and seeking ongoing understanding about teaching and learning. 

  • Derek Hartley, Open Polytechnic of New Zealand

    Derek Hartley is a Regional Academic Staff Member in the early childhood education programmes at Open Polytechnic Kuratini Tuwhera. Derek’s research areas include  early childhood education policy and practice,  Men in ECE, inclusion and initial teacher education.

  • Fleur Hohaia-Rollinson, Te Rito Maioha Early Childhood New Zealand

    Fleur Hohaia-Rollinson is a Senior Lecturer at Te Rito Maioha Early Childhood New Zealand teaching in the Bachelor of Teaching (ECE) and Master of Education (ECE) programmes. Fleur has worked in the early childhood sector for over 20 years, but for the most part in initial teacher education. Fleur’s research and teaching interests include inclusive and rights-based education in ECE for tamariki and their whānau and kaiako, mātauranga Māori, and education for sustainability.

  • Kerry Purdue, Open Polytechnic of New Zealand

    Kerry Purdue is a Regional Academic Staff Member in the early childhood education programmes at Open Polytechnic. Kerry is a kaiako/researcher who is interested in a wide range of issues related to early childhood education policy and practice including, disability, quality, curriculum, rights, equity and inclusion, and ITE. She is currently working with some colleagues on a research project on teacher diversity in early childhood education. The aim of this project is to continue the kōrero on what needs to be done to ensure early learning services are safe, fair and equitable places for all.

  • Donna Williamson-Garner, Open Polytechnic of New Zealand

    Donna Williamson-Garner is a Senior Academic Staff Member in the early childhood education programmes at Open Polytechnic. She has worked in various roles serving young children and their families, both in the USA and New Zealand. Her teaching and research interests include inclusive practice, professional inquiry and practice, children and families experiencing adversity, and infant and toddler pedagogy.  Currently, she is involved in a collaborative research project on teacher diversity in early childhood education. Having inclusive ECE settings reflect inclusion in society and serve as a model for creating a just and inclusive world. 

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Published

23-06-2026

Issue

Vol. 27 No. 1

Section

Peer reviewed articles

License

Copyright (c) 2026 Jackie Solomon, Veronica Griffiths, Erin Hall, Derek Hartley, Fleur Hohaia-Rollinson, Kerry Purdue, Donna Williamson-Garner

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Finding our place: The experiences of neurodivergent kaiako in ECE. (2026). Kairaranga, 27(1), 1-20. https://doi.org/10.54322/35gxha59