Unmasking potential: exploring teachers' experiences of recognising and supporting autistic girls in mainstream primary schools using the Continuum of Support

Abstract

There is a growing recognition of the limitations of identifying autistic girls in a timely manner (Beeger et al 2013; Kirkovski et al 2013; Rutherford et al. 2016; Happé et al. 2016). This qualitative research explores primary school teachers’ perspectives and experiences in recognising and supporting autistic girls in mainstream education. Semi-structured interviews were conducted with 12 primary school teachers to elucidate experiences with recognising and supporting autistic girls in the school context using the Continuum of Support. Reflexive thematic analysis (Braun & Clarke, 2019) was employed to analyse the data, with NVivo software used to support the coding and organisation of themes. The ultimate aim of this research is to discover factors apparent to teachers that contribute to successful recognition and support for autistic girls, ultimately providing timely support and improving outcomes for autistic girls in primary school. This research adopted a social constructivist paradigm. This perspective is essential for understanding autism beyond traditional, deficit-based models, focusing instead on how social and cultural factors shape the recognition and support of autistic individuals.

Findings reveal that teachers often feel they lack knowledge and confidence in understanding autistic girls, leading to significant challenges in early recognition. Teachers reported relying on observable behavioural differences, yet many autistic girls mask their difficulties, complicating the process of recognising their needs. Additionally, the study highlights barriers such as limited resources, time constraints, and systemic biases in educational practices. Despite these challenges, participants demonstrated a commitment to fostering inclusive classrooms through individualised support, sensory accommodations, and collaboration with families and specialists.

This study highlights the need for professional development tailored to recognising and supporting autistic girls. Recommendations include incorporating gender-sensitive approaches into teacher professional learning and creating school-wide frameworks for early recognition and support. By amplifying teachers’ voices, this research contributes to bridging the knowledge gap and enhancing the educational experiences of autistic girls in mainstream primary schools.