‘This gives order and peace’: the needs of autistic female students during mainstream secondary education in the Netherlands

Mainstream schools can be a major stressor for autistic students. Unintentionally, in this environment, their needs are often under-identified, overlooked, or dismissed. This is particularly the case for autistic females, whose difficulties can be less apparent for teachers. Few studies, however, have focused on the experiences of autistic female students in secondary education. Therefore, this study aimed to examine possible need-profiles for current and former autistic female students (aged 16–25) focusing on their experiences in secondary education in the Netherlands (N = 38). Using Q-methodology, we identified four distinct groups. One group preferred learning independently and required a structured environment in which detailed instructions were given. Another group wanted to build friendships to feel safe and have a better time at school. A third group expressed the need for teacher guidance to make the most of their learning process. The fourth group appreciated being treated like everyone else while also having their autism acknowledged. Our findings show that the most pressing needs of former and current autistic female students during secondary education relate to the social part of attending school. We advise teachers to pay close attention to these social needs if they want to provide an inclusive school environment.