The Lost Generation of Autistic Women’s Experiences of Secondary School: An Interpretative Phenomenological Analysis Approach

This paper focuses on the “lost generation” of autistic women’s experiences of secondary school using an interpretative phenomenological analysis (IPA) approach. Autistic women were supported through inclusive research practices to share their experiences of secondary school as an unrecognised autistic child, as captured through an online questionnaire and semi-structured interview. The core features of the cohort included a diagnosis of autism post eighteen years old, and attendance at a mainstream secondary school in the United Kingdom. The findings highlight the participants’ difficult experiences, including bullying, difficult relationships with peers, sensory difficulties within their school environment and processing differences within their learning. The findings also showed two areas that positively contributed to their school experiences, including friendships and positive relationships with teachers. Discussions centre on the benefits that autistic adults bring to informing educational enquiry and why the phenomenon of the lost generation of autistic girls is still a current concern.