Que peuvent révéler les expériences rétrospectives de femmes autistes sur le soutien aux filles autistes ou potentiellement autistes à l'école ? Une exploration des expériences scolaires fondée sur un diagnostic posé pendant ou après la scolarité

Titre original en anglais : What Can the Retrospective Experiences of Autistic Women Reveal About Supporting Autistic or Potentially Autistic Girls in School? An Exploration of School Experiences Based on Diagnosis During or Post-School

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Gordon, A., Fox, L., & Asbury, K. (2026). What Can the Retrospective Experiences of Autistic Women Reveal About Supporting Autistic or Potentially Autistic Girls in School? An Exploration of School Experiences Based on Diagnosis During or Post-School. Disabilities, 6(3), 51. https://doi.org/10.3390/disabilities6030051

Date de publication: 28/05/2026 Ajout dans AutiHub: 17/10/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Angela Gordon *
  2. Laura Fox
  3. Kathryn Asbury

Résumé

L'autisme est une condition neurodéveloppementale souvent caractérisée par des différences dans la communication sociale, les processus sensoriels et la cognition. En raison du sous-diagnostic de l'autisme chez les femmes et les filles, leurs voix sont souvent absentes de la recherche, ce qui limite notre compréhension de leurs expériences à l'école. Cette étude a comblé une lacune concernant les facteurs ayant influencé les expériences scolaires de femmes ayant reçu un diagnostic tardif et/ou avant le diagnostic, au moyen d'entretiens semi-structurés avec dix femmes autistes ; parmi elles, huit ont reçu leur diagnostic après leur scolarité. Les entretiens ont été analysés au moyen d'une analyse thématique réflexive. Trois thèmes et domaines de compréhension ont été construits à partir des données : (1) L'impact des normes sociales sur les relations avec les pairs. (2) Nous avons trouvé des moyens de faire face, mais à quel prix ? (3) Comment les écoles pourraient aider quelqu'un comme moi. Les résultats montrent que toutes les femmes de l'étude ont vécu des expériences scolaires négatives, le diagnostic pendant la scolarité étant également associé à des difficultés liées à l'identité et à la santé mentale. Les écoles devraient renforcer le soutien pastoral, favoriser des relations positives, améliorer la communication et recourir à des approches fondées sur les forces afin d'améliorer les résultats pour les filles autistes. L'adoption proactive d'aménagements neuroaffirmatifs pourrait améliorer le soutien au cours des années formatrices des filles autistes, avec un impact durable sur leur vie. Cela est particulièrement important pour les filles autistes, qui font face à une marginalisation à deux niveaux : les attentes neurotypiques envers les filles et les attentes stéréotypées à l'égard de l'autisme. Les implications de ces résultats sont examinées, avec des suggestions pour les recherches futures et les mises en oeuvre pratiques dans les établissements scolaires ordinaires.

Autism is a neurodevelopmental condition that is often characterised by differences in social communication, sensory processes, and cognition. Due to the underdiagnosis of autism in women and girls, their voices are often missing from research, limiting our understanding of their experiences at school. This study addressed the gap around the factors which impacted women’s late and/or pre-diagnosed experiences of school by using semi-structured interviews with ten autistic women; among them, eight were diagnosed after school. The interviews were analysed through reflexive thematic analysis. Three themes and areas of insight were constructed from the data: (1) The impact of social norms on peer relationships. (2) We found ways of coping, but at what cost? (3) How schools could help someone like me. The findings show that all women in the study had negative school experiences, with diagnosis during school also being linked to identity and mental health difficulties. Schools should enhance pastoral support, foster positive relationships, improve communication, and use strengths-based approaches to improve outcomes for autistic girls. Proactively adopting neuroaffirming modifications may improve support during autistic girls’ formative years, leading to a lasting impact on their lives. This is particularly important for autistic girls, who face marginalisation on two levels: neurotypical expectations for females and stereotyped expectations of autism. The implications of these findings are discussed with suggestions for future research and practical implementations within mainstream school settings.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 23/10/2026 08:00.

Références citées
57
Avec un DOI
53
Sans DOI, à partir du texte brut de la bibliographie
4
7 / 57 (12,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
3 / 57 (5,3 %)
Références avec noms d’auteurices détectés
54 / 57 (94,7 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
3
Sans identifiant stable
4
Références avec noms bruts d’auteurices restant à vérifier
3
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
201
À partir du DOI ou de métadonnées externes
201
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
6
124 / 201 (61,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 77 / 201 (38,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
8 / 201 (4,0 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 8 / 124 (6,5 %). Personnes distinctes identifiées comme autistes : 8 / 168 (4,8 %).
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