Working Together to Support Neurodiverse Girls to Achieve Their Full Potential

ICGS Research Brief

How often do you find yourself wondering what more can be done to support neurodiverse students? The
problem is finding solutions for girls amidst a sea of research that is traditionally male-dominant. Nerelie
Freeman from Monash University is working to change this by driving research that tackles this challenge head
on with real, evidence-based strategies that are specifically designed to support girls. And she is being joined
by other researchers who are increasingly recognising that studies need to acknowledge a unique, genderspecific approach to support neurodiverse girls.

Freeman’s ongoing research in this area helps us understand the challenges neurodivergent girls are facing,
and shows us how a combination of experiences girls go through every day can impact their coping ability.
Even better, Freeman gives us some simple suggestions we can use to support girls in this space, helping
create a stronger, more positive educational and social experience for all girls.

Some of the biggest challenges facing neurodivergent girls, regardless of whether or not they have received a
formal diagnosis, is the need to fit in with others, reduce their levels of stress and distress, and working out how
to deal with unstructured periods of the day (like lunch breaks). These challenges can be caused by many
triggers, including over or under sensory stimulation (such as too much or too little lighting), or a need to keep
moving. This becomes even more complicated when these girls are labelled as “misbehaving” and it is
assumed they are intentionally disrupting the class or activity they are part of. Girls may also find that they
struggle with maintaining and making friendships, or working in a group, especially if they find it easier to work
in pairs or with people they already know.

These are just some of the challenges that can lead to extreme periods of stress, exhaustion and meltdown
that often erupt in the home or a safe space where girls can stop “masking” and no longer feel they need to
cover up their difficulties or match the behaviour of neurotypical people around them. This can be triggered by
intense emotions including anger, sadness and fear. For the first time, researchers have started to consider
what this means for neurodivergent people themselves as well as those around them. And they found this is
often fuelled by feeling overwhelmed and an intense desire for self-control. So what can we do to help?

We need a whole-of-community approach. Together, as schools and families, we can support neurodivergent
girls, reduce their levels of stress and encourage a more positive engagement with their educational
environment. One of the key strategies Freeman has suggested is clear communication – between teachers
and girls, but also between families and schools. It can help to make sure girls are aware of changes to routine,
such as changes to timetables or teachers, even when these changes are only temporary. It is also important
that schools and families are open about key areas of stress and pressure occurring in girls’ lives. This can
include tensions and refusals to attend school, major school events, homework, and challenges that girls may
be negotiating in their lives. While tools like fidget toys are now widely popularised, it is also important to
remember that girls may not find these items as “acceptable” as they age. It can help to make sure that girls
have access to a quiet, safe space at school, and can have regular check-ins with a trusted staff member to
support them. For some girls this can be beneficial if it happens multiple times through the day, while others
may prefer a different frequency. It is important to respond to the unique needs of each of our students.

But this is not about strategies to “fix” neurodivergence. It is about creating inclusivity, acceptance, knowledge,
and awareness. And it is also about recognising the unique strengths neurodivergent girls bring to the table. In
fact, researchers have reviewed over 1,600 studies about strategies that have been used to support
neurodivergent youth. Overwhelmingly it was clear that the best outcomes were gained by using strategies that
built on the strengths of neurodivergent adolescents and young people. The research tells us that the strategies
which have been beneficial in these instances have often been developed with neurodivergent people
themselves actively involved in the process. We must remember to give neurodivergent girls voice, and not
merely sideline them because they are different or don’t fit what we consider to be a mainstream approach.
Regardless of whether or not girls have received a formal diagnosis of neurodiversity, recognising their
strengths and putting in place strategies to support them can help girls achieve their full potential every day –
which goes to the very heart of what we aim to do for every student.

References
Freeman, N. (2024). What schools could do to better support neurodiverse girls. 360info. Retrieved 30
September, 2024, from https://360info.org/what-schools-could-do-to-better-support-neurodiverse-girls/.