Leerkrachten op het autismespectrum als medeontwerpers voor scholen
De school als werkplek
Leerkrachten in Vlaanderen worden geconfronteerd met aanzienlijke uitdagingen op de werkvloer, wat leidt tot een hoog burn-outcijfer in deze beroepsgroep. Hoewel de burn-out-kwestie veel facetten kent, richtte Hannah Denys zich in haar masterproef specifiek op de ruimtelijke aspecten die het werk van leerkrachten kunnen hinderen of ondersteunen.
Bovendien hebben de meeste studies over schoolontwerp de neiging om prioriteit te geven aan het welzijn van leerlingen. Er is een tendens om over het hoofd te zien dat scholen ook dienen als werkplek voor leerkrachten, naschoolse opvangmedewerkers, kantinepersoneel en anderen. In haar masterproef richtte Denys zich specifiek op de ervaringen van leerkrachten en onderzocht een grotendeels onderbelichte groep: leerkrachten op het autismespectrum. Het is belangrijk om te verduidelijken dat dit onderzoek het welzijn van de leerlingen niet aan de kant schuift, dit onderzoek ziet het welzijn van beide groepen als even waardevol. Met haar onderzoek vult Denys deze leemte door te onderzoeken hoe de gebouwde werkplek het welbevinden van leerkrachten op het autismespectrum kan bevorderen of belemmeren. Personen met autisme ervaren de ruimte anders dan ‘neurotypische’ – door de samenleving beschouwd als normale – personen. Juist om die reden kunnen hun inzichten bijdragen aan een verbetering van de gebouwde omgeving.
Luisteren levert inzichten
Naast een uitgebreide literatuurstudie omtrent welzijn op het werk, autisme (en architectuur), autisme op de werkvloer en in het onderwijs, verwierf Denys inzichten via diepte-interviews met participanten. Via het netwerk van haar promotoren, Ann Heylighen en Andrea Jelić, vond ze geschikte deelnemers voor haar onderzoek. Ze was aangenaam verrast toen ze in korte tijd meer reacties ontving dan verwacht, wat de relevantie van het onderzoek benadrukte. De participanten waren actief in uiteenlopende onderwijsomgevingen, zoals middelbare scholen, thuisonderwijs en hoger onderwijs, waarbij ze verschillende onderwijsmethodes toepasten.
Deelnemers werd vooraf gevraagd foto’s te maken van hun werkomgeving, wat kon variëren van een klaslokaal of lerarenkamer tot een thuiskantoor of zelfs de keukentafel. Deze foto’s vormden de basis van de interviews. In de laatste delen van haar masterproef analyseerde Denys haar bevindingen in het licht van de inzichten uit de literatuurstudie. Hiermee probeerde ze antwoord te vinden op de vraag wat de rol is van de gebouwde werkomgeving in het welzijn van leerkrachten op het autismespectrum.
Een belangrijk aspect van dit onderzoek was het waarborgen van de privacy van de deelnemers. De meeste kozen ervoor om anoniem te blijven, wat werd gerealiseerd door het gebruik van pseudoniemen. Deze keuze voor anonimiteit weerspiegelt de huidige maatschappelijke stigma’s en het discriminerend gedrag rondom autisme. Bovendien deelden sommige participanten hun diagnose niet met hun collega’s of leidinggevenden, wat leidde tot aangepast gedrag en een aanzienlijke impact op hun werkervaring.
Algemene en specifieke aspecten op het brede spectrum
In haar onderzoek vergeleek Denys werkplekken op school en thuis met elkaar in termen van ruimtelijke aspecten, met aandacht voor grootschalige kenmerken (bv. de grootte van de school, locatie) en kleinschalige aspecten (bijv. het type meubilair in de klaslokalen, licht). Ze identificeerde overeenkomsten en verschillen tussen de ervaringen van de deelnemers.
Daarbij bleek dat de keuze om open te zijn over hun autisme een cruciale factor was in hoe ze met uitdagingen op de werkvloer omgingen. Sommige leerkrachten kozen ervoor hun diagnose te verzwijgen uit angst voor discriminerend gedrag, wat hen vaak in ongemakkelijke situaties bracht, zoals het moeten doorbrengen van pauzes in de drukke lerarenkamer. Dit kan erg belastend zijn voor mensen op het autismespectrum, die gevoelig zijn voor prikkels zoals geluid en drukte.
Een ontsnappingsruimte op het werk is van groot belang voor mensen op het autismespectrum. Het biedt hen een plek waar ze zich kunnen terugtrekken om tot rust te komen of in stilte te werken, zonder afleidingen zoals geluiden of collega’s. Zo’n ruimte is cruciaal voor hun welzijn en helpt om stress en overprikkeling te voorkomen. Een goede ontsnappingsruimte heeft een doordachte inrichting met aandacht voor natuurlijke elementen, voldoende daglicht, stilte en netheid.
Een ander belangrijk aspect is een gepersonaliseerde werkomgeving. Voor veel leerkrachten is een eigen klaslokaal waardevol, omdat dit hen de mogelijkheid biedt om energie te besparen door niet door drukke ruimtes te moeten bewegen. Daarnaast kunnen ze hun eigen onderwijsmethodes toepassen, zoals het werken in kleine groepjes zonder elkaar of de leerkracht te storen. Persoonlijke elementen die de participanten aan thuis, vrienden of familie herinneren, dragen bij aan hun comfort en helpen hen beter te functioneren op de werkvloer.
‘Mensen denken vaak dat mensen op het spectrum orde willen, maar ik heb ook behoefte aan chaos. Ik wil dingen zien die me aan dingen doen denken.’ –
participant Sophie
Een foto van Sophie haar lievelingsdier en een zelfgeschilderd schilderij
Het werd echter duidelijk dat de manier hoe het gebouw gebruikt wordt door zijn gebruikers en de schoolregels een grote rol speelt. Dit kan zowel in negatieve zin - een ruimte die van zichzelf als comfortabel wordt beschouwd, wordt minder comfortabel door het gebruik ervan - als in positieve zin - een ruimte wordt comfortabeler door hem op een andere manier te gebruiken. Dit wordt geïllustreerd met twee voorbeelden:
De grote, open cafetaria met stenen vloer en metalen stoelpoten is een onaangename ruimte voor participant Bart. Tijdens COVID-19 werd deze ruimte opgesplitst in kleinere compartimenten met ten minste 1,5m tussen studenten. Deze ruimte werd aangenamer voor Bart.
Naast het niet respecteren van stilte-uren in stille zones en rommel achterlaten in het gebouw, storen de nieuwe metalen lockers geplaatst in de klaslokalen van participant Sabine haar in haar lesgeven.
Op naar inclusieve werkplekken
Denys wil met haar scriptie bewustzijn creëren bij ontwerpers en belanghebbenden over hoe ruimtelijke factoren de werk- en leerervaring kunnen beïnvloeden. Ze wil het stigma rond autisme tegengaan en de waardevolle bijdragen van personen op het spectrum erkennen. Ze stelt dat verbeteringen in de fysieke omgeving, gericht op het ondersteunen van mensen op het autismespectrum, niet alleen deze groep ten goede komen, maar het algemene welzijn en de productiviteit van iedereen kunnen bevorderen. Door de resultaten van haar onderzoek te delen, hoopt ze bij te dragen aan de ontwikkeling van inclusieve en ondersteunende ruimtes voor een breed scala aan gebruikers.
Het is echter wel belangrijk te vermelden dat de bevindingen van dit onderzoek voortkomen uit inzichten die gebaseerd zijn op de persoonlijke werkervaringen van de deelnemers. Gezien de brede en diverse aard van het autismespectrum, is het belangrijk op te merken dat de bevindingen mogelijk niet universeel toepasbaar zijn op alle (autistische) individuen. Het is dus belangrijk om deze inzichten te zien als waardevolle richtlijnen, maar niet als een universele oplossing die voor iedereen werkt.
Bibliografie
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Sophie, interview, March 21, 2024.
Sabine, interview, March 29 2024.
Emma, interview, April 17, 2024.
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