Bengt Rosberg Senses His Way Forward (Hypersensitivity)

When schools are made better for neurodivergent individuals, they become better for everyone. This series profiles current international school leaders who identify as neurodivergent — including those with autism, attention-deficit/hyperactivity disorder (ADHD), dyslexia, bipolar disorder, and hypersensitivity. We explore how their neurodivergence has influenced their leadership: the unique strengths it brings, the challenges they’ve navigated, and what schools can do differently to ensure these leaders are supported and empowered. For several of those featured, this marks the first time they’ve spoken publicly about their neurodivergence — a courageous step in a world where stigma still lingers, and a meaningful one in helping all school communities move toward greater inclusion and understanding.

Bengt Rosberg Senses His Way Forward (Hypersensitivity)

As educators, most of us were trained in the basics of neurodivergence, or at least in the basics of what was known (or believed) at the time we were in university. Many of us were given simple profiles about what to expect if we had students with Attention Deficit Disorder or Autism. Books could be written about the inadequacy of these preparations, the way they looked only at the negatives associated with each condition, and how they presumed that those with such conditions most often belonged in separate classrooms, preparing for the limited futures we were told were preordained. Time has been kind to neurodivergence, and while we still have much growing to do, there is a more positive, nuanced and inclusive approach to at least a few teacher training programs these days. 

And yet, there remain some forms of neurodiversity that even long-serving educators have never heard of. One such seasoned leader, Bengt Rosberg, learned of the existence of Highly Sensitive Persons (HSP) at the same time that he learned that he himself is an HSP. Bengt, a leader in international schools for 25 years now, is the first to acknowledge that the condition has had tremendous benefits for his leadership practice. Bengt “leads with his heart,” in that he wants people to feel heard, seen, and valued. He quickly builds good, warm emotional connections, creating a foundation of strong relationships with students, parents, and staff in schools he leads. This pays off when he needs to convey difficult messages; recipients know that they’ve been heard and considered, even if they don’t get what they want.

According to Elaine Aron, a psychologist who has studied this condition in depth, HSP are those amongst us who process sensory stimuli, both external and internal (pain, hunger, light, noise), differently than others. Their sensitivity usually extends to the emotional realm as well. HSP tend to form connections with others quickly, have a high capacity for empathy, and can easily pick up on others’ moods, almost feeling these moods themselves. Bengt experiences this aspect of HSP quite keenly. The connections he forges with his colleagues are genuine, a true strength in any school leader, but that comes with a concomitant challenge: Bengt knows well that he cannot make everyone happy nor meet everyone’s needs. Guiding and mentoring staff and students, while rewarding when they’re in a good space, can feel excruciatingly rough when they’re not. Bengt has to work extra hard at maintaining a professional distance as a school leader. This back-and-forth between connection and boundaries, between satisfying an individual and meeting the needs of the larger school, at times, causes actual physical pain.

An additional upside is that those with HSP, because of their extra sensitivities, tend to be creators. In a school, this includes designing processes and protocols to facilitate the making of good decisions and the smooth running of complex systems. Bengt, like many with HSP, is committed to processes he has developed for his personal use that support his deep, deliberate consideration of complex ideas, balancing both logic and emotion. This is, in part, because Bengt recognizes that his instincts, which are an important and insightful part of an HSP’s world, are best used as a first step towards true understanding and forward planning. This use of thoughtful processes is observed in meetings and hallway conversations, where Bengt is often an engaged listener, asking questions more than offering opinions. Any conclusions are made a little later, after all the ideas are on the table and everyone has shared their viewpoints. 

Hypersensitivity to external stimuli makes it easy to feel overwhelmed by sounds and lighting that other people find acceptable; similarly, large crowds and energetic social interactions can be draining, even when they are positive experiences. Within busy schools, this is a challenge for anyone with HSP: they love people, they want to connect, and they are deeply impacted by the tsunami of emotions and actions that sweeps through every school every day.

Over the past several years, Bengt has gotten better at developing boundaries and recovery mechanisms to manage these harder sides of his sensitivity. First and foremost, he is highly protective of his personal time, which he designs to provide the buffers and joys that restore his soul. As is typical for HSP, Bengt both creates and consumes sensory experiences: music and high quality food are two of his favorite sources of energy. Within his working day, this includes finding space and tools for decompressing, speaking up about what he needs, and building in time to his calendar to prepare for and process challenging situations. Feeding the emotional side of his brain is vital, especially given his immersion in school systems, where logic predominates.

Just as ADHD and autism are more difficult to detect in females, HSP is less often detected in males; its chief characteristics (overabundance of empathy, sensitivity, and compassion) are traits commonly associated with females, and which male HSP find they sometimes need to mask. As with the other neurodiversities we’ve explored, this type of masking can be exhausting, and often stands in the way of self-understanding and self-acceptance. 

Male HSP face additional challenges in that they are going against type. Society (mostly) still doesn’t reward sensitivity in men. This holds true in international schools as well, where the image of a leader is still predominantly a white male who is direct, assertive, and unemotional. Bengt has at times found these stereotypes to be a challenge, particularly when colleagues or recruiters expect him to present in stereotypical ways. He much prefers to be his authentic, warm self, but in some situations, this has resulted in misunderstandings. 

Remember Diana from the first profile in this series, the woman with autism, and a co-author of this series? She and Bengt have been happily married for nearly two decades! They both reflect on how much each has learned from the other about neurodiversity, gender stereotypes, and ways of leading that go beyond the narrow band of expectations that are still the default in many international schools. Having served together on leadership teams, they remark on what it takes to maintain a healthy work and personal relationship, which boils down to: a strong desire to understand the other, deep respect for the other’s neuro-realities and perspectives, commitment to communicating openly and honestly, and support for the other’s needs. This sounds like a recipe for successful relations no matter one’s gender or neurotype!

To support HSP on their leadership teams, and throughout the school, it is useful, as always, to communicate openly about the needs that each individual experiences. What an HSP will find personally useful will always be more effective than generic supports. Having said that, in general, it can be useful to allow a schedule with room for the routines that support good decision making and restorative breaks. Meetings should be spaced out, with room between for privacy and reflection. Many with HSP benefit from a planned sensory diet, so wherever possible allow them to control the light and noise level in their spaces; a speaker playing their chosen music can go a long way to maintaining equilibrium. 

Share Your Story: Neurodiversity in Leadership

As we wrap up our powerful series on Neurodiversity in Leadership in International Schools, we know there are still so many important voices and stories yet to be heard. 

Are you a neurodivergent leader working in an international school setting? Or do you have a unique journey navigating leadership and neurodiversity that others can learn from? We want to hear from you!

We're looking to feature personal profiles and stories from individuals who are open to sharing their experiences, insights, and strategies. Your voice can help inspire change, foster understanding, and build a more inclusive future in education.

If you're interested in contributing or being profiled, please reach out to:

• Diana Rosberg: [email protected]
• Bridget McNamer: [email protected]

Let’s keep the conversation going.