How Schools Can Support Autistic Girls (with or without a diagnosis)

Historically, autism has been associated more with boys. In fact, nearly four boys receive an autism diagnosis for every one girl. While this number may suggest that boys are more likely to be autistic, the reality is that autistic girls are often undiagnosed or misdiagnosed with ADHD, depression, or anxiety instead of autism. For educators, this means that it’s highly likely that there are autistic students in your class, especially girls, who do not have an IEP or 504 because they do not have a formal diagnosis. Without a formal diagnosis, autistic girls often silently face challenges at school that can negatively impact their academic performance and overall well-being. Although educators should not attempt to diagnose a student, it’s important to understand the common traits of undiagnosed autistic girls so that they can receive the support they need to succeed in school.

Why are autistic girls often overlooked or misdiagnosed?

Social, cultural, and behavioral factors all play a role in the underdiagnosis of autistic girls. Autistic girls tend to exhibit different behaviors than autistic boys, which can make their autistic traits less noticeable. Societal norms and gender expectations also play a huge role in how girls’ behavior is perceived and interpreted by educators, parents, and other professionals.

Differences in Presentation

Autistic girls often exhibit traits that are more subtle and less likely to impact the classroom environment, which can contribute to them being overlooked. While autistic boys may exhibit more external behaviors, like aggression or repetitive movements, girls are more likely to internalize their traits. For example, autistic girls may struggle with sensory overload or emotional regulation but appear calm on the outside. Autistic girls may also have more socially acceptable special interests, such as Barbies and horses. Although their level of interest is more intense than their peers, it often goes unnoticed or is labeled as quirky rather than a sign of autism.

Differences in Socialization

From a young age, girls are often socialized to be aware of social expectations, which can lead them to mask their autistic traits. Socialization pressures girls to prioritize relationships and conform to social norms to make others comfortable. Autistic girls may observe and mimic their peers and use those learned behaviors to navigate social situations without fully understanding them. While masking allows them to blend in with their peers, it makes their autistic traits harder to identify because they appear to be participating despite feeling anxious, overwhelmed, and emotionally exhausted.

Differences in Gender Expectations

Certain traits, such as shyness and emotional sensitivity, are generally viewed by society as feminine. For example, if a girl has an intense emotional response to something, it may be dismissed as moodiness rather than recognized as a potential autistic trait. These gender biases can lead to autistic girls being misdiagnosed with other conditions or just labeled as shy, which keeps them from receiving the services they would be entitled to with an accurate diagnosis.

The Impact of Being Overlooked or Misdiagnosed

When autistic girls go undiagnosed or are misdiagnosed, it can significantly impact their school experience and overall well-being. The lack of a diagnosis often means that they do not receive the accommodations and support they would have been entitled to under IDEA. This can lead to challenges such as:

• Poor academic performance
• School avoidance
• Executive functioning challenges
• Behavior incidents
• Anxiety, depression, and other mental health challenges
• Emotional exhaustion
• Lowered self-confidence and self-understanding
• Social isolation

Strategies to Support Autistic Girls

Schools can better support undiagnosed autistic girls by implementing inclusive strategies that benefit all students. Here are a few ways you can ensure your autistic students, diagnosed or not, are supported as much as possible.

Sensory Supports

Provide sensory support, such as sensory spaces and fidget tools, to help students regulate their emotions and regain focus. These spaces typically include noise-canceling headphones (or concert earbuds), textured items, and quiet areas. Encourage students to visit the sensory space when they feel overwhelmed or stressed. 

Interest-Based Groups

Create interest-based groups where students can bond with peers over shared interests. These groups give autistic students the opportunity to build friendships in a low-pressure setting while embracing their special interests. This can boost confidence and foster a sense of belonging.

Neurodiversity-Affirming Language and Practices

Neurodiversity-affirming language and practices acknowledge and embrace neurodivergent traits (in this case, autistic traits) rather than viewing them as deficits. For girls who are undiagnosed, this can reduce the stigma surrounding a potential diagnosis. Encourage students to embrace their individuality and create a classroom environment that celebrates diversity. This can foster a sense of belonging and self-worth in all students, especially those who may feel different but do not have an official diagnosis. 

Differentiation

Differentiate content (what students learn), process (the way students are taught), and/or the product (the way students demonstrate learning) based on their needs, strengths, and interests. By differentiating instruction, all students receive a personalized learning experience based on their individual needs. This not only supports undiagnosed autistic girls but also ensures that every student receives the support and opportunities they need to reach their full potential.

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Supporting autistic girls, whether diagnosed or undiagnosed, comes down to recognizing that no two students are alike and that they all have unique strengths, challenges, and needs. It can be difficult to meet every students’ needs when time and resources are often scarce. Check out our “Creating an Inclusive School Culture by Addressing the Scarcity Mindset” article for actionable strategies to address scarcity in schools.

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Sources

Lucas Harrington, Psy.D. (June 2024). Personal interview.

CDC. “Prevalence and Characteristics of Autism Spectrum Disorder.” Link

Social Cipher. “Social Cipher Sensory Space Guide.” Link

Social Cipher. “How to Foster an Inclusive School Culture By Addressing the Scarcity Mindset.” Link