Autism has historically been viewed as predominantly a male, childhood condition. Much of the early research around it focused on male participants, leading to a confirmation bias and a stereotype that was reinforced through media representation.
Many girls and women who get diagnosed as autistic today do so at a later age, especially where there are no co-occurring language difficulties. Because they do not live up to the stereotype, they are often met with raised eyebrows and comments like “you don’t seem very autistic”, which I assume translates to, “you don’t obsess over trains or refuse to socialise with your peers.”
I asked one of my students, who had been recently diagnosed, how she felt about the diagnosis and her response struck a chord: “some days I’m glad I know, and other days, I wish I’d never been told.”
I wonder if she now feels the need to caveat her diagnosis with an explanation of how, while there are certain commonalities, autism can present differently in males and females.
Understand social differences
Autistic people have different communication styles and preferences. However, autistic women and girls have higher levels of social motivation, and this can influence how their autism manifests, research suggests. Your autistic female students may have a small but solid network, and may find it difficult to manage changing relationship dynamics. They may need a supportive space to discuss and work through friendship expectations.
Autistic women and girls tend to engage in masking and reciprocal behaviours (whether consciously or unconsciously) to fit in. These students may start the year quietly, particularly if they are joining a new group, and observe the room. They may be reluctant to contribute to whole-class discussions. You can support them during those early weeks by planning welcome activities that don’t require them to speak out in front of the whole group. For example, you could set icebreaker questions to discuss in small groups.
If you are planning whole cohort induction activities, be mindful that stepping into an unstructured social space is likely to be stressful for your autistic female students. I recommend planning activities with a clear purpose. For example, you could start the session with a structured welcome and move on to social activities with clear tasks.
One of my colleagues used a random name selector during sessions until an autistic student explained that this sent her into a panic. Instead of focusing on the subject matter, she spent the activity anxiously waiting for her name to appear. An alternative method is to use Post-it notes or platforms such as Padlet or Vevox to encourage anonymous contributions, and to incorporate paired and small group discussion tasks.
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Be mindful of the room layout
Autistic students, both male and female, can find it difficult to step into a new space. You may notice yours arriving early to choose a seat they feel comfortable in – the thought of walking into a room and having everyone turn round to look at them can cause significant anxiety. Changes in room layout can be particularly challenging for autistic female students because they must mask while simultaneously processing the change and adjusting to new sensory stimuli and peers.
If you are planning a layout change, let your students know in advance. You could also consider adding a room layout guide to timetables to help autistic students visualise the set-up in advance.
Autistic people can adapt to change, but they are likely to find it more stressful, and it may take them longer to settle. Once they know where they are sitting and can predict who they are likely to be sitting near, they are likely to become more confident and ready to engage.
Use the strengths of your autistic students
Your autistic female students bring plenty of strengths to the classroom. They could include a high level of empathy and the ability to read body language. As such, these students may provide fresh insights and offer balanced arguments that benefit the learning of all your students.
Your autistic female students may also be sensitive to changes in behaviour among peers and may spot when someone doesn’t seem right. If they know who to reach out to, they may be able to trigger support for their struggling peers.
In my experience, well-supported autistic female students can make some of the best student support reps for younger or new students. They can act as nurturing, supportive advocates for other neurodivergent learners. They can also help you plan induction activities with neurodiversity in mind.
Small changes like these can help autistic female students feel at ease in environments that may otherwise feel overwhelming. They can also encourage students to bring their whole selves to class, to the benefit of all.
Sarah Guest is a senior lecturer at the University of Chester.
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