What Autistic Females Can Teach Teachers: Understanding the Elementary School Experiences of Women on the Autism Spectrum

Abstract

This study explored autistic females' experiences in elementary school with a focus on their relationships with teachers and peers. Women were also asked to reflect on these experiences to offer suggestions about what they believe can be done to improve school experiences for current female autistic elementary students. A qualitative design was selected and semi-structured interviews were conducted with five women who were diagnosed with autism after the age of 18, hence who navigated elementary school without formal identification. Interviews were transcribed and data were analyzed via Reflexive Thematic Analysis. Three themes emerged as challenges that autistics experienced in their relationships with teachers and peers: (1) I Knew I Was Different, (2) Navigating Social Situation, and (3) Seeking Acceptance. Three themes also emerged pertaining to suggestions for improvement of school experiences for current female autistic students: (1) Promoting Inclusion, (2) Supporting Autistic Students Supports All Students, and (3) Teachers Can Only do so Much. Implications for pre- and in-service teachers, teacher training programs, and stakeholders are discussed, as are directions for future research.