2026-04-162026-04-162025-08https://hdl.handle.net/10395/3584Existing research indicates that the school experiences of autistic young people are often complex and multifaceted. However, these studies are often limited by male-biased samples or have recruited adult stakeholders as proxies, with the voices of autistic girls occupying a significantly less prominent position in the literature. It has been suggested that due to differences in presentation and gender-biased knowledge among teachers, autistic girls often go unrecognised and unsupported in education contexts. The current study aimed to refute the traditional androcentric bias related to autism and autism research and explore the experiences of autistic girls attending mainstream provision at post-primary level in the Republic of Ireland. A multi-informant embedded mixed methods design was adopted. The primary qualitative study, underpinned by Interpretative Phenomenological Analysis, adopted a multi-perspectival design to elicit insights from six autistic girls and their parents (N=12). Alternative approaches to data collection were incorporated with autistic girls. The secondary study, underpinned by survey methodology, used a mixed method questionnaire to explore mainstream post-primary teachers’ (N=262) awareness, knowledge, understanding and confidence in relation to autism and girls. Four core findings emerged from the primary study: Being Autistic in a Neurotypical School System; Being in the School Environment; Being with Others and Parent Perspectives. On the surface, many of the girls’ experiences within the school context may draw parallels with the experiences of their male counterparts, however, it is apparent that these experiences are distinct in terms of how they are perceived by others, with the girls’ challenges often misunderstood, dismissed or missed altogether. These experiences are intricately examined by parents with reference to the broader systemic factors of influence and the demands of navigating these systems highlighted. Moreover, the findings of the secondary study suggest that mainstream post-primary teachers in the Republic of Ireland do not feel adequately equipped to recognise and support autistic girls and may not understand the nuances of the internal presentation of autism more commonly associated with females. By incorporating the voices of three main stakeholders, autistic girls, their parents and mainstream post-primary teachers, this study contributes to an evolving understanding of autistic girls’ experiences of mainstream provision on an international level. This groundbreaking study provides a foundation for future research in the Irish context. Implications of the findings and recommendations arising from the research are presented in terms of policy, practice and research.enAutismAutistic girlsInclusive educationMainstream educationParental perspectivesTeacher knowledgeThesis