Author: Victoria Clarke
Published: 2025
Publication: Good Autism Practice

The author is a Trainee Educational Psychologist and as such was interested in exploring how Educational Psychologists might support school staff to identify autistic girls in school who traditionally have been misdiagnosed or where autism has not been considered. The reasons why girls are less likely to be diagnosed autistic than boys are discussed followed by ideas on how school staff can address this issue and be supported to identify and meet their needs. It is important that the diagnosis alone does not define what is likely to be helpful for an individual pupil as there are many other factors which affect how a pupil responds to a school environment and whether they experience significant difficulties (e.g. past school experiences; family factors which are protective; additional learning difficulties and the nature and extent of the issues they face in the key areas (i.e. social and emotional understanding; communication and interaction; flexibility of thought and action; and sensory processing). As stated by Torenvliet et al., 2023, “One size does not fit all”, which adds to the dilemma for staff where autism is but one of many areas where they might need awareness-raising and advice. However, there are key aspects of the school curriculum and timetable which can act as important areas to assess when deciding on what is likely to be helpful, in addition to consulting the pupil concerned and the key people in their lives.

Clarke, V. (2025) Misdiagnosis and Missed Diagnosis in Girls with Autism: How Can Educational Psychologists Support Girls with Autism? Good Autism Practice, 26(2), 31-39 https://www.ingentaconnect.com/contentone/bild/gap/2025/00000026/00000002/art00007

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