This seminar focuses on the often under-recognised presentation of autism in girls and the implications for identification and support in mainstream schools. It will explore differences in social masking, internalised anxiety, and diagnostic pathways that can contribute to late or missed identification. Drawing on current research and applied practice, the session will highlight common school experiences for autistic girls and the environmental factors that influence wellbeing and engagement. Practical, neurodiversity-affirming strategies will be shared to support emotional regulation, social understanding, and classroom participation. The seminar is designed for school staff, SEN practitioners, and parents seeking to better understand and support autistic girls in inclusive educational settings.

Target audience: Practitioners / Support staff, Parents & Carers

Target Key Stage: All School Cohorts

Settings Targeted: School, Alternative provision, FE / Higher education
SEND Focus: N/A
Related Policy: N/A
Audience Stage: Level 1-2
Learning outcomes: 

• Identify key differences between how autism presents in girls compared to boys, including internalised traits, masking behaviours, and social camouflaging.
• Explain the factors contributing to delayed or missed diagnosis of autistic girls, including gender bias in diagnostic criteria and referral pathways.
• Recognise common school-based experiences of autistic girls in mainstream settings, including friendship challenges, anxiety, perfectionism, and burnout.
• Understand the emotional impact of masking, including its links to exhaustion, reduced self-esteem, and mental health difficulties.
• Apply practical strategies to better support autistic girls in mainstream classrooms, including adjustments to communication, sensory environments, and social expectations.
• Develop inclusive classroom approaches that reduce reliance on masking and promote psychological safety.
• Collaborate effectively with families and multi-disciplinary professionals to ensure early identification and appropriate support.
• Reflect critically on their own practice to identify potential unconscious gender bias in recognising and supporting autistic pupils.