Disability Barriers Autistic Girls Face In Secondary Education

Autism in girls often presents differently than in boys, with subtler social difficulties, more socially acceptable special interests, and greater masking of autistic traits.

This can lead to underdiagnosis and lack of support. Studying autistic girls is crucial to improve diagnostic criteria, develop targeted interventions, and ensure equal access to education and services.

Understanding these gender differences can help create more inclusive environments and support systems for all autistic individuals.

Urbaniak, K., & D’Amico, M. (2024). Disability barriers autistic girls face in secondary education: A systematic review. Autism, 0(0). https://doi.org/10.1177/13623613241294189

Key Points

• The primary barriers autistic girls face in secondary education include societal barriers grounded in gender, institutional/physical barriers in schools, social and communicative expectations, and stigmatization.
• Factors like gender biases, insensitive school environments, complex social demands, and masking behaviors significantly affect autistic girls’ educational experiences and outcomes.
• This research has certain limitations such as a lack of diversity in participants and studies focused mainly on English-speaking developed countries.
• Understanding the unique challenges faced by autistic girls in education is universally relevant for developing more inclusive and supportive learning environments.

Rationale

This study aimed to provide an overview of research on the experiences of autistic females in secondary school settings, focusing on the barriers they face.

The rationale for this research stems from several key factors:

1. Historically, autism research has been male-centric, leading to potential underdiagnosis and misunderstanding of autism in females (Lai et al., 2015).
2. Autistic girls often face complex challenges in school settings, including mental health issues, unmet social and educational needs, and social exclusion (Sedgewick et al., 2019).
3. The timing of secondary education coincides with increased social demands and expectations, which can be particularly challenging for autistic girls (Morewood et al., 2019).
4. There is a growing recognition of the need to center autistic voices, particularly female voices, in autism research (Hull et al., 2017; Strang et al., 2018).
5. Education and inclusion have been identified as priority areas for autism research by the autistic community (Pellicano et al., 2014).

Given these factors, a comprehensive review of the barriers autistic girls face in secondary education was needed to inform more effective support strategies and interventions.

Method

The study employed a qualitative literature review methodology, situating autism within the social model of disability.

This approach examines the disabling barriers generated by society rather than focusing on impairment through a medical or deficit model.

Search strategy and terms

A systematic search strategy was used to identify relevant studies. The researchers searched multiple databases including Scopus, PubMed, PsycINFO, Academic Search Complete, Education Source, and Educational Resources Information Center (ERIC) via EBSCO.

The following keyword combinations were used: autism OR asd OR autism spectrum disorder OR Asperger’s OR Asperger’s syndrome OR autistic disorder OR Asperger’s AND education OR school OR learning OR teaching OR classroom OR education system OR educational AND women OR woman OR female* OR girl*

Inclusion and exclusion criteria

Inclusion criteria:

1. Studies included women and girls with an autism diagnosis reflecting on their secondary school educational experiences.
2. Studies focused on the experiences of autistic women and girls, including their narrative accounts.
3. Studies explicitly separated the experiences of women and girls from those of men and boys.
4. Papers written in English.
5. Papers published in peer-reviewed journals.
6. Publication date between January 2013 and March 2023.

Exclusion criteria:

1. Studies focused solely on preschool, college, or university settings.
2. Biomedical research rather than education research.
3. Studies that did not explicitly separate the experiences of women and girls.

Extraction of Data

The initial search yielded 2646 records.

After screening and applying inclusion/exclusion criteria, 17 studies were selected for close reading and analysis by both authors.

The authors conducted a thematic synthesis of the findings, discussions, and recommendations in each article, prioritizing the experiences and insights provided by autistic women and girls themselves.

Statistical measures

This qualitative review did not employ statistical measures. Instead, the authors used thematic analysis to identify major themes across the selected studies.

This involved elemental structural coding of the texts, followed by second-cycle coding for similarity and frequency.

Results

The review identified four main themes representing barriers faced by autistic girls in secondary education:

1. Societal barriers grounded in gender:

• Disbelief or incredulity from educators about girls being autistic
• Isolation due to being surrounded by boys in autism services and activities
• Gendered expectations of social behaviors and academic performance
• Underrecognition of support needs due to quiet or passive behavior

2. Institutional or physical barriers:

• Sensory overload in school environments (e.g., noisy lunchrooms, crowded corridors)
• Challenges with the structure of the school day and transitions between activities
• Difficulties with educational transitions (e.g., moving to secondary school, between classes)
• Lack of understanding or support from school staff about day-to-day functioning challenges

3. Social and communicative expectations:

• Complexity of female peer relationships in adolescence
• Desire for friendships coupled with finding them exhausting
• Loss of friendships due to school transitions
• Feelings of isolation and perceived bullying
• Tensions in relationships with teachers and school professionals

4. Stigmatization:

• Masking or camouflaging autistic traits to fit in
• Mental health consequences of masking (e.g., anxiety, depression)
• Challenges with identity formation and self-understanding
• Hesitancy to disclose autism diagnosis to peers

The review also highlighted recommendations for addressing these barriers, including:

• Raising awareness among professionals about autism presentation in girls
• Providing tailored support for navigating social relationships and the hidden curriculum
• Creating more inclusive and sensory-friendly school environments
• Improving teacher training on supporting autistic students, especially girls
• Developing more comprehensive transition support programs
• Promoting positive autism awareness to reduce stigma

Insight

This study provides valuable insights into the unique challenges faced by autistic girls in secondary education settings.

The findings extend previous research by synthesizing evidence from multiple studies and centering the voices of autistic women and girls themselves.

Key insights include:

1. The pervasive impact of gender biases on autistic girls’ educational experiences, from diagnosis to daily school interactions.
2. The significant role of masking behaviors in both helping girls navigate social demands and potentially hindering their access to needed supports.
3. The importance of considering sensory and environmental factors in creating inclusive educational spaces.
4. The complex social landscape autistic girls must navigate, particularly during adolescence.

These findings highlight the need for a more nuanced and gender-sensitive approach to supporting autistic students in secondary education. Future research could explore:

1. Intersectional experiences of autistic girls from diverse racial, ethnic, and socioeconomic backgrounds.
2. Development and evaluation of tailored interventions to support autistic girls’ social and academic needs.
3. Long-term impacts of masking behaviors on mental health and identity formation.
4. Strategies for creating more autism-affirming school environments that reduce the need for masking.

Implications

The results of this study have significant implications for educational practice, policy, and research:

1. Educational practice: Schools need to adopt more inclusive and flexible approaches to support autistic girls. This includes creating sensory-friendly environments, providing tailored social support, and recognizing the diverse ways autism may present in girls. Teachers and staff require specific training on understanding and supporting autistic girls’ needs.
2. Policy: Education policies should be reviewed and updated to ensure they address the unique challenges faced by autistic girls. This may include guidelines for gender-sensitive autism screening and support, as well as mandates for autism-inclusive school environments.
3. Research: There is a clear need for more diverse and inclusive autism research that centers the experiences of autistic individuals, particularly those from underrepresented groups. Research should focus on developing and evaluating interventions specifically designed for autistic girls.
4. Mental health support: The findings highlight the potential mental health impacts of masking behaviors and social challenges. This underscores the need for integrated mental health support within educational settings for autistic students.
5. Transition planning: More comprehensive and individualized transition support is needed, both for moves between educational stages and for the transition to post-secondary education or employment.
6. Autism awareness: Broader societal education about autism, particularly its presentation in girls, is crucial for reducing stigma and creating more inclusive communities.

These implications are influenced by factors such as school resources, teacher training, societal attitudes towards autism, and individual differences among autistic students.

Addressing these barriers requires a multi-faceted approach involving educators, policymakers, researchers, and the autistic community.

Strengths

The study had many methodological strengths including:

1. A systematic and comprehensive search strategy covering multiple databases.
2. Clear inclusion and exclusion criteria for study selection.
3. Prioritization of autistic voices and experiences in the analysis.
4. Use of thematic synthesis to identify overarching themes across multiple studies.
5. Inclusion of studies from various English-speaking countries, providing some cross-cultural perspective.
6. Consideration of both contemporary experiences and retrospective accounts from adult autistic women.
7. Explicit acknowledgment of the positionality of the researchers, including an autistic scholar’s perspective.

Limitations

The study has several limitations that should be considered when interpreting the results:

Geographical limitations:

• The review only included studies from English-speaking countries (UK, Ireland, Australia, and USA).
• This limits the generalizability of findings to other cultural contexts and education systems.

Demographic limitations:

• There was limited racial and ethnic diversity reported in the included studies.
• The review focused on binary gender categories, potentially excluding experiences of non-binary or transgender autistic individuals.
• Socioeconomic factors were not consistently reported or analyzed across studies.

Methodological limitations:

• The review only included peer-reviewed journal articles, potentially missing relevant information from other sources.
• The qualitative nature of the review means that quantitative comparisons or meta-analyses were not possible.
• The focus on secondary education excludes important experiences in earlier educational stages that may influence later outcomes.

These limitations suggest a need for more diverse and inclusive autism research, particularly studies that consider intersectional identities and experiences across different cultural and educational contexts.

References

Primary reference

Urbaniak, K., & D’Amico, M. (2024). Disability barriers autistic girls face in secondary education: A systematic review. Autism, 0(0). https://doi.org/10.1177/13623613241294189

Other references

Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M. C., & Mandy, W. (2017). “Putting on my best normal”: Social camouflaging in adults with autism spectrum conditions. Journal of autism and developmental disorders, 47, 2519-2534. https://doi.org/10.1007/s10803-017-3166-5

Lai, M. C., Lombardo, M. V., Auyeung, B., Chakrabarti, B., & Baron-Cohen, S. (2015). Sex/gender differences and autism: setting the scene for future research. Journal of the American Academy of Child & Adolescent Psychiatry, 54(1), 11-24. https://doi.org/10.1016/j.jaac.2014.10.003

Morewood, G., Tomlinson, C., & Bond, C. (2019). Meeting the needs of autistic girls at secondary school. Education and girls on the autism spectrum: Developing an integrated approach, 116-136.

Pellicano, E., Dinsmore, A., & Charman, T. (2014). What should autism research focus upon? Community views and priorities from the United Kingdom. Autism, 18(7), 756-770. https://doi.org/10.1177/1362361314529627

Sedgewick, F., Hill, V., & Pellicano, E. (2019). ‘It’s different for girls’: Gender differences in the friendships and conflict of autistic and neurotypical adolescents. Autism, 23(5), 1119-1132. https://doi.org/10.1177/1362361318794930

Strang, J. F., Powers, M. D., Knauss, M., Sibarium, E., Leibowitz, S. F., Kenworthy, L., … & Anthony, L. G. (2018). “They thought it was an obsession”: Trajectories and perspectives of autistic transgender and gender-diverse adolescents. Journal of autism and developmental disorders, 48, 4039-4055. https://doi.org/10.1007/s10803-018-3723-6

Keep Learning

Socratic questions for a college class to discuss this paper:

1. How might the experiences of autistic girls in secondary education differ across various cultural contexts not represented in this study?
2. In what ways could the concept of intersectionality enhance our understanding of autistic girls’ educational experiences?
3. How might the increasing recognition of non-binary and transgender identities impact future research on autism and gender in education?
4. What ethical considerations should researchers keep in mind when conducting studies that involve autistic youth sharing potentially sensitive experiences?
5. How can schools balance the need for targeted support for autistic girls with the goal of creating inclusive environments for all students?
6. What role might autistic self-advocates play in shaping future research and policy directions related to autism and education?
7. How might the findings of this study inform approaches to supporting autistic girls in post-secondary education or employment settings?
8. In what ways could technology be leveraged to address some of the barriers identified in this study?
9. How might the experiences of undiagnosed autistic girls differ from those who have received a formal diagnosis? How could future research capture these experiences?
10. What are the potential long-term impacts of masking behaviors on autistic individuals’ mental health and identity development? How can educational settings address this issue?