Autistic girls' wellbeing in school
Published on 28 July 2022
Author: Helen Clarke
Helen Clarke is an autistic teacher with over twenty years experience of teaching autistic children. Helen is also the parent of autistic children and is author of Supporting spectacular girls. Here Helen discusses some of the issues that may affect autistic girls' wellbeing at school.
There is a growing recognition that autistic girls have been underdiagnosed, with some being diagnosed later in life when compared to boys (Beeger et al 2013; Kirkovski et al 2013; Rutherford et al. 2016; Happe et al. 2016). Getting an earlier diagnosis can have a more positive affect on an autistic girl’s education and the support she receives.
Although there are many autistic girls thriving in the school system who are understood, valued, and whose needs are being met, there are some common issues that autistic girls can experience.
Some autistic people may find mainstream school environments difficult – it is often assumed they can manage as well as their non-autistic peers. However, being autistic, they may think, communicate and process information differently - differences which should be equally as valid. They may also have sensory differences. If people and environments do not adapt to meet autistic peoples’ differences and needs, then it is the autistic person who must adapt. This can often lead to distress and anxiety.
Wellbeing and friendships
There is sometimes the assumption that autistic girls are able to express themselves, socialise, and manage conflict in the same way as their non-autistic peers, yet some can find friendships and conflict difficult to manage and may need additional support (Sedgewick et al, 2018).
Some autistic girls can find it difficult to understand and describe feelings (known as alexithymia) and should be encouraged to express themselves in a way that works for them, whether this is using words, symbols, drawings, gestures or other means. Similarly, to improve wellbeing autistic girls need outlets for self-expression (for example music, art and crafts, movement activities, writing).
Autistic girls can and do have good friendships but may do things differently to peers. They may socialise online or for shorter periods of time if they feel that the effort involved in socialising feels draining. Peers also need to be educated about neurodivergence - a greater acceptance of difference means autistic girls won’t feel such pressure to adapt.
There is much that can be done to ensure that autistic girls are able to thrive in educational settings. This includes providing training for those who support them. The Department for Education’s National strategy for autistic children, young people and adults makes specific reference to identifying and supporting autistic girls.
What schools can do to help
In addition to autism training, there are other measures schools can take.
- Adapt policies and practices to be more inclusive, so that autistic children do not feel the constant need to adapt, being flexible to the differing needs of individuals.
- Adapt the sex education/relationship education curriculum to meet the needs of autistic children, being aware that autistic girls (and other autistic children) can be at greater risk of abuse and exploitation (Sedgewick, Hill & Pellicano, 2018).
- Educate children and their peers to understand and value difference through events such as Neurodiversity Celebration Week.
- Help reduce anxiety by adapting how you teach – for example try not to put a child ‘on the spot’, rush them, give too many instructions or change a task without warning as this often increases stress.
- Be aware of sensory differences and how the environment can affect the child (it may be calming, stimulating or overloading).
- Be aware that some girls may find working in groups difficult, and may prefer to work alone/in a pair with someone familiar.
- Provide opportunities for girls to be themselves - allow time for them to follow their interests and sit with people they feel most comfortable with.
- Support them to understand what makes them feel anxious and why. Identify and help them with strategies to offset anxiety, helping them to recharge.
- Share literature and resources that provide autistic girls (and other autistic children) with opportunities to read stories about real or fictional characters who are also autistic, validating their own experiences.
- Be mindful that some autistic girls may be perfectionists. Support them to understand the need for balance. Some children will be hyper-focused on their work and may neglect themselves without realising.
- Encourage girls to communicate their needs in a way that is suitable and comfortable for them – this can help build self-confidence and assertiveness, and may help to keep them safe.