The same pathologizing standards apply to faculty. "Good" teachers must be energetic and socially skilled, constantly producing results and actively participating in academic conferences. Teachers with depression, anxiety, or fatigue fail these performance metrics and are pushed to the margins—relegated to adjunct positions or forced into independence as scholars without institutional support. Academia's ableist norms thus structure not only who can learn but who can teach, creating a professional hierarchy that excludes disabled minds from stable academic positions.