Preparing Special Education Teachers to Support Autistic Female Students’ Well-being

Abstract

Educators are often unaware of the academic difficulties, sensory challenges, social isolation, and emotional distress many autistic female students experience within inclusive K-12 educational environments (Ayirebi & Thomas, 2024; Tomlinson et al., 2020; Urbaniak & D’Amico, 2025). Research indicates that autistic female students attribute many of these difficulties to their teachers lacking understanding and specialized knowledge regarding their specific experiences of autism, which often differs from those of male autistic people (Tomlinson et al., 2020; Urbaniak & D’Amico, 2025). Consequently, teacher training must move beyond traditional male-centric paradigms to address the distinct female presentation of autism and the educational needs of autistic female students (Ayirebi & Thomas, 2024; Tomlinson et al., 2020; Urbaniak & D’Amico, 2025). To bridge this research-to-practice gap, this article introduces the SAGEWell framework. The model emphasizes four key actions: (a) supporting understanding of autism in females; (b) advocating for equity in assessment and service provision; (c) growing inclusive practices; and (d) empowering collaboration with students, families, and other school professionals. Through a series of vignettes, an application guide, a visual model, and a practical checklist, this article provides teacher educators with a structured path to develop the competencies special educators need to recognize and meet the needs of autistic female students, thereby enhancing their overall well-being.