Autism disproportionality in racially and ethnically minoritized and girl students in schools

• Published in: Autism : the international journal of research and practice 2024-11, p.13623613241293046
• Main Authors: Beckman, Parker S, Brunson McClain, Maryellen, Harris, Bryn, Brownell, Alexa, Beauchesne, Britany M, Davis, Gwendolyn, Bera, Jac'lyn, Shahid, Rabbiya
• Format: Article
• Language: English
• ISSN: 1362-3613; 1461-7005; 1461-7005
• DOI: 10.1177/13623613241293046

Special education services are important for helping autistic students succeed, but many racially and ethnically minoritized and girl students face difficulties in getting support because they are not identified appropriately in schools. This study looks at the identification of autism in racially and ethnically minoritized and girl students across schools in the United States during the 2019-2020 school year. We found that girls are less likely to be identified compared to boys, which means they might not get the help they need. The gap between racially and ethnically minoritized students and White students in autism identification has improved slightly, but Latinx students still face challenges. We also found that where students live (their locale) affects their chances of being identified, especially for girls and Latinx students. These findings show that there are disparities in school autism identification, and understanding them can help policymakers, educators, and communities make changes to ensure all autistic students get the support they need.