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Victoria Lynn, a University of Leeds Laidlaw Scholar, on education, fair treatment and giving back.

Research title: Understanding Perceptions and Experiences Among Teaching Staff of Autistic Girls in Education

Autism is currently misconceived as a predominantly male condition. Although recent statistics show diagnosis in males to be more common than in females, the gap between the two has been narrowing. This gendered difference in autism prevalence has led to a gender bias in the research, with the majority focusing on autistic males, resulting in a lesser understanding of autistic females and autistic females being more likely to be misdiagnosed/diagnosed later than males. This has the consequence of delaying the process of securing the support they may need to fully enjoy and participate in their education, both academically and socially.

In response to this, this research project aimed to address some of these knowledge gaps and explore the current understanding of teachers and their perceptions of autistic girls. This was achieved through the creation and analyses of the responses to an online survey, including 20 closed-ended and 5 open-ended questions, which 265 school staff completed.

The main conclusion was that the overwhelming majority of school staff (84.5%) felt autism presented differently in females than males, and most respondents believed the reason autistic girls are misdiagnosed/diagnosed later is due to their ability to mask autistic traits. The results gathered from the survey have remarkable potential real-world impact, as they open the door to the possibility of further research into female autistic traits and the potential to create diagnostic criteria more representative of both the male and female presentations of Autism, which will assist in achieving the earlier and accurate diagnosis of autistic girls. Additionally, the findings will be useful in influencing school practices and improving staff training, thus contributing to a more inclusive educational experience for autistic children.

Where did your passion for this research originate?

My passion for this particular research and the topic of neurodiversity in education as a whole came directly as a result of my own experiences. Throughout my own time in secondary education, my family and I raised various concerns regarding traits I was displaying that indicated a potential diagnosis of dyslexia, however, these concerns were dismissed on the basis I was not deemed to be ‘struggling enough.’ This made me doubt my academic capabilities, feel immense frustration, at times embarrassment, and even question whether my dream of studying law would just be too difficult.  

However, just before lockdown in March 2020, I finally received an official diagnosis, and to have confirmed what I had known for quite some time and have my experiences acknowledged and understood felt incredibly liberating. It brought me a sense of hope that I would finally be able to access the educational support I needed to thrive academically.

Having experienced the struggles first-hand of attempting to get a dyslexia diagnosis, the drastic improvement of Special Educational Needs (SEN) education, support and inclusion is something I feel passionate about and knew I wanted to continue developing my understanding alongside my degree. I was also particularly interested in the intersection between neurodiversity and gender, given the disproportionate research into neurodiverse women, and wanted to help grow this body of research. So when the opportunity to work with the amazing Dr Judith Hebron on a project aiming to better understand autistic girls and their experiences within education, I eagerly seized it.

What is your most memorable Laidlaw experience?

Throughout my Laidlaw scholarship experience, I have made countless unforgettable memories and experiences which have changed my life for the better. However, the most memorable moment (or moments) was the recent trip to Selside in the Yorkshire Dales I partook in with the newest cohort of scholars. Selside is a residential the Leeds scholars attend in their first summer, myself included, attending for the first time in 2021. The residential focuses on the challenges of the unknown through activities such as caving, hiking, and gill scrambling. In June 2023, I had the opportunity to go back to Selside, not as a participant but as a returning scholar, tasked with leading and facilitating some of the residential sessions, which is something I knew prior to my time on the scholarship I would have been incapable of doing. Going back to Selside gave me a chance to reflect on my journey and see just how much my confidence and leadership capabilities had improved – I had risen from someone who would shy away from leadership positions to someone who was actively seeking and enjoying them – and it was here that I realised just how transformative and impactful the programme had been.

What is the biggest challenge you have come across?

Personally, the biggest challenge I faced in my journey so far has been dealing with imposter syndrome. Throughout my time on the Laidlaw programme and university as a whole, I have often doubted my capabilities and felt that I did not deserve either the scholarship or the opportunities it provided due to ‘not being good enough.’  

However, after starting to acknowledge these feelings are common and seeing support through friends, family and various mentors and began to change my self-talk. Instead of dwelling on what I perceived as my shortcomings, I reframed my thinking to focus on my strengths, potential to grow and the value I bring to situations and tasks.

I also have learned to remind myself that nobody is perfect and that it's okay, even a good thing, to make mistakes, as it is mistakes we learn the most from. That it is vital to embrace the idea that learning and growth are ongoing processes that help us develop resilience and persevere through difficult times. Overcoming imposter syndrome is not an overnight achievement, but with patience, self-compassion, and a belief in ourselves, we can gradually break free from its grip and realise our true potential.

What does it mean for you to be a Laidlaw Scholar?

I think for me being a Laidlaw Scholar means being part of a community of people who have enough passion for a cause or an issue that they’re willing to do something about it. We all come from different walks of life, different disciplines and with different interests, however, one thing we all share is that we are passionate enough about leaving the world better than we found it that we are willing to stand up and change it ourselves. As Laidlaw Scholars, our shared dedication to making a positive impact unites us and fuels our drive to create a better, more equitable world for generations to come.

Which leaders inspire you and why?

The person that immediately comes to mind is my mother. Like me, she is currently in her final year of studying for her degree whilst also balancing a full-time job in the NHS and being a fantastic mother to both me and my sister. Her tenacity, courage, hardworking nature and endless sacrifice to put the well-being and happiness of her children and others first are traits I hope to exhibit throughout my career.

Briefly describe a scene from the future you are striving to create.

My work looking at how autistic girls experience education in the UK has given me a glimpse into the harrowing lack of inclusivity in the education system for autistic children. Studying law, I naturally wanted to investigate the legislative and policy response to this crisis. I thus pursued my final legal dissertation titled “Protecting the Right to Inclusive Education of Autistic Students: A Critical Analysis of the English Educational Framework Against Article 24 of the United Nations Convention on the Rights of Persons with Disabilities”. As the title suggests, I sought to analyse English educational legislation and policy against Article 24 CRPD, which promotes and protects the right to education “without discrimination and on the basis of equal opportunity” of disabled people.  Among other things, my research found that the English legislative and policy framework was insufficient in upholding this right. In the future, I strive to ensure this right is sufficiently upheld across the world.

Quick-fire Questions

📺 Currently binging: The Office

📚 My top book recommendation: The Hunger Games by Suzanne Collins

🎶 My anthem: Don't Look Back Into the Sun by The Libertines

🎵 Podcast obsession: Inside Anna's Mind by Anna Archer

🌈 Something that made me feel joy recently: Going to watch Barbie at the cinema!