Autism can present differently from one child to another, and research suggests that some autistic children, particularly girls, may be overlooked or identified later because their needs are not always recognised. Differences in socialisation and expectations can influence how autistic traits are expressed, meaning that some children may appear to cope well while experiencing significant challenges beneath the surface. This contributes to a recognised gender gap in autism identification, with autistic girls more likely to be missed, misunderstood or diagnosed later than boys.
Masking, where a child consciously or unconsciously hides autistic traits in order to fit in with social expectations, is often discussed in relation to autistic girls but can affect autistic children of any gender. Research suggests that sustained masking can have a negative impact on wellbeing, increasing feelings of anxiety, exhaustion and stress. This training will explore the implications of masking and delayed identification in early childhood, helping practitioners develop a deeper understanding of how autism may present across different children and how to create environments that support authentic participation, wellbeing and learning.
Autistic children can face a range of challenges when accessing early years settings and schools. Many practitioners would welcome greater confidence in recognising indicators that an autism referral may be appropriate and in providing effective support that meets individual needs. This training will explore the diversity of autistic presentation, including why some children, particularly girls, may be missed, overlooked or misunderstood. Participants will consider the impact of masking, social expectations and communication differences, and how these factors can influence children's experiences, wellbeing and outcomes.
The session will support practitioners to create inclusive, neurodiversity-affirming environments that embrace children's strengths and interests, respond to sensory needs, reduce anxiety and remove barriers to learning and development.
Intended Outcomes of the session-
- Understand why autism can be identified differently across children and why autistic girls may be at greater risk of being missed or identified later.
- Recognise possible indicators of autism, including presentations that may be less easily identified.
- Explain the impact of masking and how this may affect a child's wellbeing, learning and development.
- Consider the influence of social and gender expectations on autistic children's experiences.
- Identify communication differences and challenges that autistic children may experience.
- Reflect on ways to balance sociability, autonomy and emotional wellbeing.
- Consider environmental adaptations and reasonable adjustments that remove barriers to children's learning, participation and development.
- Develop strategies for creating inclusive, neurodiversity-affirming early years environments.
Audience: Early Years SENCos, SENCos, teachers, practitioners, teaching assistants, early years leaders and managers, Year 1 teachers, childminders and home-based early years practitioners.
Date/s and time, location:
| Date/Time |
Venue |
|
Wednesday 27th January 2027
9.30-11.30am
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Online |
Book Here |
Maximum Capacity: 30
Location: Online via Teams
Cost: 1 Token or Pay as you go price on request from EarlyYearsBusinessSupport@sheffield.gov.uk
Training Team: Sarah Emerson – Sarah Emerson – Childhood Understood. Sarah is a trainer, consultant and author with 25 years experience in the early years sector. She holds an MA in Early Childhood Studies, PgCert in Child, Adolescent and Family Mental Wellbeing, and is a qualified early years teacher. Specialising in children’s emotions, behaviour and neurodiversity affirming practice, Sarah advocates for environments and teaching approaches founded in co-regulation, responsiveness and knowledge of the individual child’s needs. She is passionate about neurodiversity affirming, inclusive environments for all children.