Question to the Department for Education:

To ask the Secretary of State for Education, what steps she will take to improve awareness among teachers and parents of about how autism presents differently in girls, so that they are identified earlier, can better understand themselves and can access appropriate support.

Education is a devolved matter, and the response outlines the information for England only.

We recognise concerns that some children and young people, including some girls and young women, may not always have their needs identified as early as they should. We know that some children and young people can mask or compensate for their difficulties, or their needs may present differently, and it is important that practitioners have the knowledge and confidence to recognise and respond to those needs appropriately, regardless of a child's sex or background.

That is why we are strengthening the evidence base for identification and developing National Inclusion Standards to help education settings recognise and respond to barriers to learning, including where needs may be less visible or present differently across contexts. Support should be based on a child or young person's needs, not solely on whether they have received a diagnosis. We are also considering with the findings of the independent review into mental health conditions, ADHD and autism.

By establishing clearer national expectations and strengthening workforce knowledge and confidence, we aim to reduce inconsistency in identification and support across the country and improve consistency for all children and young people.