Girls & Autism: New Perspectives

Tuesday 9th April 2019

1.00p.m. – 4.00p.m.


For school leaders, teachers and teaching assistants in all education settings

Girls with autism are often overlooked for support because their identifying behaviours can be different to those of boys. Without a diagnosis girls on the autism spectrum can struggle with extreme stress, leading to mental health issues, problem behaviours, school refusal or other outcomes which impact on their quality of life. 

Traditionally, professionals have worked to a 1 girl to 4 boys ratio. However, through emerging research, evidence has shown that the diagnostic instruments used are ‘blunt’, male oriented, and do not adequately illuminate the female profile of autism.  Collaborative work across a range of disciplines (including education, psychology, neuroscience), with families, and with girls and women with autism has captured new information which has strengthened the support and interventions we are now able to offer to girls with autism. What are the implications of these new findings for evidence based practice in education?  How can practitioners improve their observations and enhance engagement, leading to earlier identification of girls with autism?

This short symposium will be informed by new findings to be published in Carpenter, Happé, and Egerton Girls and Autism; Educational, Family and Personal Perspectives (ISBN 9780815377269)


1.00 Welcome 

1.05 New voices, New Perspectives with Prof Barry Carpenter CBE  

2.15 Advantages of Autism with Katie Buckingham

3.00 Refreshments

3.15 Transitions with Jo Egerton

3.45 Q&A 

4.00 close 


Professor Barry Carpenter CBE

Professor of Mental Health in Education at Oxford Brookes University, and Chair of the National Forum on Girls and Autism.

Katie Buckingham

Successful entrepreneur with an autism spectrum disorder and founder of Altruist, a social enterprise to increase knowledge concerning mental health.

Jo Egerton

Schools research consultant and writer in the fields of autism, learning disability and special educational needs.