“It's not as clear cut as autistic boys versus autistic girls.” Exploring autistic girls' experiences of mainstream secondary education

Abstract Traditionally, research and academic writing associated with autism in education has focused on males. Consequently, a range of complex factors has led to the misdiagnosis or late diagnosis of autistic female learners, rendering their needs unrecognised and inappropriately supported. This ethnographic study, based in a mainstream Welsh‐medium secondary school, drew upon a semi‐structured interview with nine autistic females to explore their academic and social experiences, and the significance they believed that being an autistic female had on their relationships with their teachers and peers. The findings imply that while autistic adolescent girls may continue to encounter challenges relating to sensory differences and peer/teacher relations in secondary education, many of these challenges are also experienced by autistic males. However, the study highlights the impact of socially constructed gender norms on the way in which autistic girls' presentations are understood and received by non‐autistic peers and teachers. Rather than reinforcing female autistic stereotypes, it is advised that further understanding is promoted about the diverse experiences and presentations of autistic girls, and how autism intersects with various aspects of identity. Personalised and relational pedagogical approaches, which give voice to autistic girls and involve them in planning their own learning, are also encouraged.