The school experiences of autistic girls and adolescents: a systematic review

ABSTRACT

The purpose of the current review is to provide an overview of research relating to the school experiences of autistic females throughout childhood and adolescence. Web and database searches were conducted between December 2017 and April 2018 to identify studies exploring school experiences of autistic females. Eight studies met the inclusion criteria and the data were analysed using a framework synthesis methodology, where a conceptual framework of general autistic experiences in education was used to map study findings onto. Key themes were identified, highlighting similarities between autistic girls and boys in several areas, including sensory issues and difficulties with peer relationships. Noteworthy differences included contrasting perspectives between staff and parents in relation to the girls’ experiences, as well as the greater tendency for girls to mask their difficulties. The implications of these findings are discussed in the context of professional practice and directions for further research.

KEYWORDS:

• Autism
• autistic
• gender differences
• educational experiences
• school experiences
• social experiences

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Carla Tomlinson

Carla Tomlinson is completing her final year of training as an educational psychologist on the Doctorate in Educational and Child Psychology at the University of Manchester, UK.  A former teacher of A level Psychology, she researched the educational experiences of autistic girls for her doctoral thesis. She will commence employment as a qualified educational psychologist with Salford Educational Psychology Service in September 2019.

Caroline Bond

Caroline Bond is Professor of Educational Psychology at the University of Manchester, UK.  She is also a practising educational psychologist. Her research and publications focus on the school/educational psychologist and inclusion and interventions to support children and young people with developmental difficulties.

Judith Hebron

Judith Hebron is a lecturer in Psychology with Education at the University of Leeds, UK.  Her research and publications focus on improving the educational experience of young people with autism spectrum conditions, child and adolescent well-being, peer relationships, educational inclusion and developmental psychology.