Does School See Her: What Research Says About Barriers Autistic Girls Face in Secondary Education

Byline: Chau Sir / chausir.com

This article summarises public research with AI assistance.

1. What the study looked at

Urbaniak and D’Amico from Concordia University published a systematic review online in November 2024 and in print in April 2025 in Autism. The work maps experiences of autistic girls and women in compulsory secondary education, including first-person accounts and autistic women’s reflections on their own school years. The team searched peer-reviewed literature from January 2013 to March 2023 and included 17 articles. Online publication was around 12 November 2024, under CC BY 4.0. [1]

2. What the review found

The review found that barriers clustered into four themes. First, gendered social expectations: for example, others less often expect that “a girl might be autistic,” and when presentation does not match stereotypes, needs are more easily overlooked. Second, school systems and environments: noise, crowds, timetable transitions, and support arrangements that do not fit well. Third, social and communication expectations: unspoken friendship rules, and the need to keep “appearing like everyone else” for long stretches (masking or camouflaging in everyday school life). Fourth, stigma and labels: some people do not dare to say what they need, or are not taken seriously when they do.

The authors also note that most included studies had small samples, were concentrated in a few regions, and used inconsistent methods and definitions. The map reflects existing literature rather than proving that any school arrangement must bring a given result, and it does not mean every girl has the same experience. These are descriptive associations from the current literature. They do not prove that any single arrangement will bring a particular result. [1]

3. Reading with care

This is a systematic review. It uses existing literature to describe a map of experiences of autistic girls and women in secondary school settings. Samples are small, and regions and methods are not consistent. Overseas campuses also differ from the pace and class size of Hong Kong secondary schools, so the findings are a reference only. Do not assume that every autistic girl faces the same set of barriers, and do not treat the findings as a message that “it must be the school’s fault.” [1]

4. Small things Hong Kong parents can notice

Mainstream secondary schools in Hong Kong move fast and have large classes. Parents sometimes hear “she is well-behaved and her marks are fine” and assume everything is going smoothly. The literature is a reminder that some autistic girls may spend the day “appearing normal” and only fall apart after they get home.

In everyday life, when you talk with the SENCO (special educational needs coordinator), you can ask not only about marks but also about peers, noise, transitions between lessons, and whether she has somewhere to catch her breath. With your child, open questions help: “What tired you most today / what felt safest?” If the school mainly watches outward behaviour, you can ask teachers to notice signals of “quiet but very tired.” Chinese families sometimes worry that talking about SEN will lead to a label; you can share needs with the class teacher or SENCO in stages rather than saying everything at once.

From a CRP (Communication, Relationship, Parenting) point of view, you can start with communication and relationship: adults and the child talk through which school moments feel hardest and which feel safest, keep a predictable rhythm, and do not demand every area change at once. The research is a reference only. Every family has its own pace, and there is no need to blame yourself or your child. If the child has long periods of refusing school, low mood, or says she feels very lonely, you can check with the school special educational needs coordinator or a trusted parent group about ways to walk alongside. If there is an immediate crisis, call 999 or the Mental Health Support Hotline 18111.

Sources

1. Urbaniak, K., & D’Amico, M. (2025). Disability barriers autistic girls face in secondary education: A systematic review. Autism, 29(4), 1019-1033. https://doi.org/10.1177/13623613241294189

Disclaimer

Educational information, not a diagnosis or medical advice.

Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.