Abstract
Limited research is available with a focus on adolescent Autistic girls and their needs during secondary schooling. Consequently, many issues are often not recognised and addressed by educators. The small-scale Australian research reported here explored the experiences of five Autistic girls during their first 2 years of secondary school, with data being gathered via an online survey and semi-structured interviews. Findings are presented from the perspective of the girls themselves and highlight the negative impact of sensory, communication, and social difficulties, as well as the influence of anxiety and executive dysfunction on their learning and academic success. Unique insights into how the girls feel about school and the anxiety they experience there, together with everyday barriers to learning they encounter provide some important messages to schools and teachers.
Published Version
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