Updated: June 15, 2025
Resource type: Journal article
Research theme: Policy, Practice and Ethics and Inclusive Education
Language: English
Description
This study by Jennifer Baumbusch, Jennifer EV Lloyd and Vanessa C Fong highlights the value of longitudinal, population-based and student-level data in conducting gender-based analyses in autism spectrum disorder research.
Full information
Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada.
We found statistically significant gender differences in students’ time to initial autism spectrum disorder designation (girls more likely to experience delays in obtaining ASD designation), rates of high school completion (boys were more likely to finish high school) and the specific high school credential earned (boys were more likely to receive a Dogwood).
No gender differences were found in post-secondary transition rates.
While there are limitations with the data that are collected by the government, this research provides some valuable insights and areas of focus for intervention and support. This research particularly highlights the need for timely and proficient ASD assessment for girls.
DOI: 10.1177/13623613251345532
Keywords: autism spectrum disorder, educational outcomes, gender differences, high school completion, population data