In recent years, the conversation surrounding autism and neurodiversity has gained significant momentum, yet many experiences of ableism remain hidden beneath the surface, especially those endured by autistic women and gender dissident individuals diagnosed later in life. A recent study sheds light on the retrospective recollections of such individuals, revealing a pervasive culture of exclusion, stigmatization, and invisibility that shaped their school experiences. This research offers profound insights into how ableist attitudes and systemic practices within educational environments contribute to the internalization of deficit narratives among neurodivergent youths, and how these formative experiences echo throughout their lives.
The first theme that emerges from participants’ narratives is the process of internalizing the label—how attitudes and behaviors from peers and educators alike weave themselves into a damaging self-perception. Microaggressions ranged from overt infantilization and humiliation to subtle forms of social exclusion, underscoring a widespread lack of awareness or willingness among educators to confront discrimination. One participant recalled being routinely ostracized during group tasks, a stark example of how rejection was normalized within classroom dynamics. Such persistent exclusion fostered a complicated and often painful identity formation wherein individuals struggled to understand their difference without the tools or support to process these feelings.
Ableist practices embedded in schooling went far beyond individual acts of unkindness. Participants described how accommodations, rather than leveling the playing field, sometimes served to amplify differences and intensify peer resentment. For instance, adaptations like extended exam time or separate seating inadvertently became markers of otherness, inviting mockery instead of support. Furthermore, the relentless cycle of performance-based and standardized testing not only elevated anxiety but also reinforced hierarchies based on ability, casting neurodivergent students into marginal roles. The study highlights an unsettling paradox where systems designed to evaluate and assist often perpetuate exclusion through rigid, one-size-fits-all assessment models.
Crucially, these experiences were compounded by the intersectionality of identities often overlooked in educational contexts. Participants narrated how their gender and sexual identities interacted with ableism, leading to nuanced layers of marginalization. One participant shared how prevailing stereotypes about autistic women contributed to delayed or missed diagnoses, reflecting biases that privilege male-centric diagnostic frameworks. The added burden of navigating societal norms around gender expression or romantic relationships intensified feelings of invalidation and isolation. Such intersectional experiences illustrate the multiplicative impact of overlapping oppressions in the formation of social identity and self-worth.
The schoolyard functioned as a microcosm of societal hierarchies, mirroring broader patterns of marginalization. Initially, teachers were regarded as safe spaces for some participants, providing refuge from peer bullying. However, over time, these relationships deteriorated, with authority figures themselves becoming sources of judgment and punishment. Descriptions of being labeled ‘conflictive’ or possessing ‘few skills’ illustrate how institutional responses often pathologized neurodivergence rather than accommodating it. The withdrawal of support and the imposition of punitive measures fostered environments of mistrust and alienation rather than inclusion.
Friendship and belonging proved to be fraught challenges, shaping social survival strategies among autistic and gender diverse youths. Participants frequently described extended periods of isolation or friendships that were tenuous and fraught with tension. The pressure to adopt alternative personas or engage in camouflage reflected attempts to gain acceptance within peer groups that were often unwelcoming. This camouflaging was not merely about fitting in socially, but about self-protection and minimizing conflict, revealing the emotional labor involved in navigating hostile environments. These strategies, while adaptive in the short term, underlined an ongoing struggle with authenticity and self-acceptance.
More traumatic were accounts of ‘mate crime’ and bullying perpetrated by individuals ostensibly positioned as friends. The betrayal inherent in such relationships exacerbated participants’ vulnerability and deepened the impact of social exclusion. Physical violence disguised as normal behavior and manipulative social interactions highlighted the complexity of teasing apart harmful dynamics from genuine support. Such experiences underscore the importance of fostering safe social spaces and enhancing peer education around neurodiversity and respect.
A pervasive sense of invisibility threaded through the narratives, not only in interactions with classmates but also in adults’ recognition and response. Participants described camouflaging themselves in ways that made them nearly invisible—to be quiet, not disruptive, and avoid calling attention to themselves—strategies that contributed to a sense of being unnoticed even within the classroom. This invisibility extended to identity, as the pressure to conform often meant suppressing fundamental aspects of self, resulting in a profound disconnection and psychological distress.
The psychological toll of enduring such unacknowledged stress manifested somatically, with participants recounting anxiety-induced physical symptoms including vomiting, burnout, and chronic psychosomatic illness. The mismatch between internal experience and external expectations led to heightened dysregulation, often met with punishment rather than support within schools. These findings contribute to growing awareness that neurodivergent youths face complex mental health challenges exacerbated by systemic failures in educational environments.
Identity development was significantly shaped by these experiences of exclusion and invalidation. Ableism did not only affect participants during their schooling years but carried forward into adulthood, influencing self-perception, confidence, and social engagement. Masking neurodivergence was framed as a double-edged sword: while it provided access to normative social and academic opportunities for some, it also represented a form of self-erasure to avoid discrimination. The intersection of ableism with capitalist emphasis on productivity further compounded pressures to conform, emphasizing ‘capabilities’ as a measure of value within society.
Many participants articulated a painful awareness of how their early experiences shaped their views on parenting and advocacy. The desire to shield future generations from similar hardships motivated them to campaign for systemic changes and greater societal understanding. Their voices highlight the urgent need for more inclusive educational approaches that respect and affirm diverse identities rather than marginalize them. The call for environments that reduce the necessity to mask neurodivergence echoes the broader neurodiversity movement’s aims to celebrate varied ways of being.
In sum, the study illuminates the intricate web of ableism woven into everyday experiences of education for autistic women and gender dissident individuals diagnosed later in life. From internalized stigma to systemic exclusion, the lasting effects of such discrimination ripple across personal, academic, and social domains. By centering these often overlooked voices, the research challenges educators, policymakers, and society to rethink how inclusion is conceptualized and enacted. Only by confronting ableism head-on can schools become spaces of genuine belonging and empowerment for all neurodivergent students.
This research prompts a reevaluation of school practices—from the micro-level interactions between teachers and students to macro-level assessment policies—and urges a shift toward culturally responsive, intersectional frameworks that validate diverse identities. The narratives presented offer a powerful testament to resilience and the ongoing struggle for equity, underscoring the critical need for allies and systemic allies committed to transformative change. As awareness grows, so too does the possibility of educational landscapes where neurodiversity is not only tolerated but embraced as an asset.
Ultimately, the reflections gathered in this study serve as both a cautionary tale and a beacon of hope. They reveal the deep wounds caused by invisibility and exclusion, but also the strength inherent in self-advocacy and community. The participants’ stories call on us to envision and build educational futures that dismantle ableism, affirm identities, and nurture the full humanity of every learner.
Subject of Research: Experiences of ableism in educational settings among autistic women and gender dissident individuals with late autism diagnosis.
Article Title: Revisiting school days: retrospective experiences of ableism among autistic women and gender dissident individuals with late diagnosis.
Article References:
Irene, GM., Raquel, SP. & Susana, R.D. Revisiting school days: retrospective experiences of ableism among autistic women and gender dissident individuals with late diagnosis. Humanit Soc Sci Commun 12, 1095 (2025). https://doi.org/10.1057/s41599-025-05507-2
Image Credits: AI Generated
