Dr Alexandra Johnston kindly agreed to talk to us about her background, research interests, and current research projects. Alexandra is an accomplished educator with over 25 years’ experience and joined Griffith in June 2024 as an academic with Griffith’s Autism Centre of Excellence. Born and raised in Queensland, she grew up on a cattle property. Following a working detour via Canberra, she has held roles as an educator across the Australian education sector, researcher, lecturer and coordinator at the University of Melbourne, RMIT University, and Australian Catholic university. However, she has returned to Queensland as she still thinks of it as home.

Her research background comes from applied positive psychology, and she brings her early childhood and higher education experience together in her teaching and research.

“ . . . in the field of applied positive psychology, we look at everything that’s “going right” within an individual rather than everything that’s “going wrong” . . . we use a strength-based approach to understanding individual and collective thriving . . . my current work with ACE particularly focuses on thriving in autistic individuals across the lifespan . . .”

A snapshot of Alexandra’s current research projects include:

  • Evaluating post-diagnostic support for newly diagnosed autistic adults
    • Principal Investigator: Dr Chris Edwards
    • External Investigators: Dr Vicki Gibbs, Dr Abbey Love, Dr Ru Ying Cai, Dr Fiona Aldridge, Dr Melanie Heyworth, Dr Alexandra Johnston
  • Co-facilitating a group program for parents of Autistic children from the lived experience of an Autistic Guide: An autoethnographical account
    • Principle Investigator: Prof Dawn Adams
    • External Investiagtors: Professor Elizabeth Pellicano, Associate Professor David Trembath, Associate Professor Marleen Westerveld, Associate Professor Kate Simpson, Dr Jessica Paynter, Dr. Jac den Houting, Dr Kathryn Ambrose, Annette Carroll, Dr Alexandra Johnston
    • Co-produced in partnership with Dr Melanie Heyworth (Reframing Autism), Rachael Bowen and Andrew Frakes (Giant Steps), Tendai Dawkins and Janneke Roth (STEPs) and Children’s Health Queensland

Alexandra has an interest in understanding how autistic individuals thrive for two key reasons. Firstly, she is an autistic individual herself. Secondly, much of the research around autism and wellbeing has historically adopted a deficit perspective, with a focus on what’s “going wrong” with autistic individuals. Dr Johnston suggests that when a strength-based and neurodiversity affirming approach is used, we have an opportunity to understand how individuals can experience thriving – which is a fundamental human right. We know that bringing a strength-based and neurodiversity affirming approach to understanding the experience of autistic individuals can support autistic individuals to thrive across the lifespan – beginning in early childhood.

Alexandra is excited to be teaching different courses within the Autism Centre of Excellence, including “Understanding Autism’, the foundational course for the Graduate Certificate in Autism Studies. She is also excited about taking on co-supervision responsibilities with, by and for autistic doctoral students. The opportunity to co-supervise autistic doctoral students. “ . . .  is almost like a dream come true . . .” she said. Alexandra’s excitement comes from the belief that supervision is the space where academics can make some of the deepest impact across a career. By supervising students, “ . . . you often experience direct, tangible impact of your work which comes from observing students learn . . .”

Funny enough, Alexandra thinks that she can learn more from her students than the students may learn from her

During our conversation, Alexandra stressed the important role of teachers, particularly for neurodivergent students. She highlighted neurodivergent learners can experience a range of strengths and challenges which are different from their typically developing peers. This means we need to ensure teams of teachers, support workers and the individual themselves work together to provide effective evidence-informed practices to support neurodivergent learners’ access to learning environments. In addition, bringing a neurodiversity affirming lens to what a learner needs to thrive – rather than survive – is essential.

Alexandra fondly remembers her early childhood teachers, who inspired her to become an early childhood specialist. Her PhD supervisors were also very special to her, as they constantly reinforced their belief in her, her strengths and her abilities. They knew that she could do well and that she belonged – regardless of the deficit-based approaches she had encountered within the educational system. Knowing we belong and “have a seat at the table” is vital for those of us who identity as neurodivergent.

In concluding our conversation, Alexandra put out the following a call to action:

If you are in a position where you teach or supervise a neurodivergent individual – please take the time to ask them what they need to be well and therefore do well in your context. In this way we can all support neurodivergent individuals to access and experience thriving – which is a fundamental human right!