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The arrival of the white paper Every child achieving and thriving (DfE, 2026a) together with the consultation, SEND reform: Putting children and young people first (DfE, 2026b) is long awaited. At the heart of these reforms there is a passionate desire to improve the lives of children, young people and families through more inclusive education with a recognition that, where children are not included – their voices and needs unmet – disengagement, isolation and inequality result (DfE, 2026b, p. 39).

Too often, autistic people, particularly those like me who were unaware of their diagnosis until late in life, are unaware of how their environments have disabled them. Instead, we perceive a fault within ourselves, submerged in what Freire (2017) terms a reality of oppression. For the autistic girls in my doctoral study, adapting to busy school environments designed for the majority, social and sensory challenges contributed towards feelings of alienation. As a result, the girls would seek to hide or armour themselves through camouflaging autistic traits (Cook et al., 2021; Halsall et al., 2021), leading to loss of identity, low self-esteem and social exhaustion.

Change has been necessary for many years, where assumptions about what is inclusive education have needed to be challenged and realities transformed through critical dialogue with those who have been oppressed by the existing systems (Freire, 2021). Examining the SEND reform recommendations with autistic girls in mind, there is evidence that the government has listened. The consideration of an educational estates strategy to cultivate ‘more comfortable sensory environments’ with the creation of breakout spaces (DfE, 2026c) acknowledges the importance of place and space in enabling autistic pupils to feel safe and ready to learn. A curriculum assessment review, reflected in the white paper emphasises a ‘curriculum designed for all learners’ with focus on skill development, moving away from what has been considered a ‘banking’ model of education (Freire, 2017). In addition, access to enhanced continuous professional development and ‘Experts at Hand’ provides opportunities for educators to develop a better understanding to be able to support earlier identification and more effective provision.

The challenges, however, are significant. The wonderful diversity of our human population means that we all have preferences for how we live and learn. The positioning of inclusion bases within schools is a prime example of how mainstream schools will, by their very nature, exclude or ‘other’ those who struggle to conform to systems designed for the majority. Rising numbers of specialist settings for autistic children, including online schools, also indicate a need and desire for alternative education options.

‘The most impactful support comes when autistic girls and their families have established strong relationships with educators who are attuned and responsive to individual needs, particularly when the girls mask or armour in school.’

From my experience and research, every autistic girl is unique. Therefore, the most impactful support comes when autistic girls and their families have established strong relationships with educators who are attuned and responsive to individual needs, particularly when the girls mask or armour in school (Ward & Powell, 2025). Proposed reforms such as the Specialist Support Packages and Individual Support Plans with a minimum requirement of an annual review (DfE, 2026b), neglect to recognise both the diversity of strengths and needs, but also the necessity for highly personalised and dynamic responses to fluctuations in individual presentation.

In summary, the government’s white paper and proposed SEND reforms acknowledge the challenges that exist for pupils with SEND, with an expressed intention to make positive and effective changes. For autistic girls, a greater consideration of the school environment and curriculum, together with increased training and support for educators is welcomed. However, what is missing for me is the reassurance that the expressed needs of individuals will be heard and responded to in a way that respects and understands the individual.

References

Cook, J., Hull, L., Crane, L. and Mandy, W. (2021). Camouflaging in autism: A systematic review. Clinical Psychology Review, (89).

Department for Education [DfE]. (2026a) Every child achieving and thriving. Ìý

Department for Education [DfE]. (2026b). SEND reform: Putting children and young people first. Ìý

Department for Education [DfE]. (2026c). Education estates strategy: A decade of national renewal. Ìý

Freire, P. (2017). Pedagogy of the oppressed. Penguin Classics.

Freire, P. (2021). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Academic.

Halsall, J., Clarke, C., & Crane, L. (2021). ‘Camouflaging’ by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators. Autism, 25(7), 2074–2086.

Ward, M., & Powell, L. (2025). Supporting mainstream school staff in England to meet the needs and address educational inequalities in autistic girls. International Journal of Inclusive Education. Advance online publication.