The academic stereotype of the absent-minded professor who is valued for their in-depth subject knowledge and whose quirks and eccentricities are accepted by their peers is as faulty as the stereotype of the autistic as a white, adolescent, male maths wizard. Today’s academics are expected to teach, research, and engage in administrative and other activities. In this chapter thirty-two of the participants provide advice to autistic people considering a career in academia. They emphasise the importance of knowing what the role entails, both its strengths and its challenges; finding the right people to work with and to seek counsel from; knowing (and valuing) yourself; developing resilience; maintaining your well-being; and following your passion.

This chapter explores the bi-directional strengths of autistics in the academy: the strengths that autistic people bring to their role, and the strengths of the university environment as a workplace for academics. Key strengths of autistic people that are beneficial in academic roles include focused interests, attention to detail, pragmatism, and many other aspects that may not be evident in common stereotypes of autism. Strengths of the academic environment as an autistic workplace include the cerebral nature of the role, structured interactions, and the value placed on in-depth knowledge. Combined, these bi-directional strengths are expanded on in the context of the resulting capacity for autistic people in academia to learn, teach, work, help, and connect.