Is autism really less common in girls than boys?
Should parents feel more relieved if they have a daughter?
For many decades, autism spectrum disorder (ASD) was thought to be a condition that nearly exclusively affected boys. Over time, the diagnostic ratio has evened out slightly. The Centers for Disease Control and Prevention (CDC) reports that approximately 3.8 boys are diagnosed with autism for every one diagnosed girl. It is now widely accepted that many girls with autism are missed during the diagnostic process, rather than autism being genuinely rare in females.
Research shows that autism can look different in girls than in boys. Many girls with autism are more socially motivated and may try hard to fit in with others. Their repetitive behaviours and special interests may be less obvious or appear more socially acceptable, making them easier to overlook.
Girls with autism also tend to have fewer clear language delays. Their speech may sound socially appropriate, even if they struggle with understanding social cues or conversations. Instead of acting out, girls are more likely to keep their challenges inside. Daily living skills, such as organisation or independence, may be more difficult. In many cases, these differences do not become clear until around 6 years of age.
Clinicians have noticed additional patterns that are often seen in girls with autism. Many have a rich imagination and strong interests, which can take up a great deal of their attention. Girls may also find it harder to manage emotions at home, even if they seem calm in public.
Other commonly reported traits include sensitivity to noise, touch, or other sensory input, difficulty with changes in routine, unclear social boundaries, having few close friends, taking language very literally, and higher rates of gender diversity or gender fluidity.
An added challenge was described by Burrows et al. (2025). In the general population, females tend to perform better than males on social communication measures. However, current diagnostic tools do not fully adjust for this difference.
This means that girls often need to show more obvious difficulties than boys to receive an autism diagnosis. In addition, girls with autism may show less noticeable differences in eye contact, shared attention, and social approaches, which can further delay identification.
Several factors contribute to the lower diagnostic rates of autism in girls.
Two key contributors are greater social motivation and more socially acceptable special interests, both of which can reduce the visibility of autistic traits.
Another important reason is that much of autism research and many diagnostic tools were developed based on studies of boys. This has shaped how autism is defined and recognised. In addition, girls are often encouraged—directly or indirectly—to hide or manage their autistic traits.
Camouflaging refers to efforts to hide autistic traits or use strategies to cope in social situations. This can include masking, such as hiding stimming behaviours, and compensation, such as learning social “rules” or scripts.
Examples of camouflaging include copying peers, using rehearsed conversation styles, pretending to play a social role, closely observing others to guide behaviour, or relying on rigid rules to navigate social situations. While these strategies may help girls fit in, they often require a great deal of effort and constant self-monitoring. Over time, this can be exhausting and may affect self-esteem and sense of identity. It is still unclear whether the long-term benefits outweigh the emotional costs.
As highlighted by Burrows et al. (2025), future autism diagnostic tools need to better reflect the ways autism can present in girls. As awareness improves and diagnostic methods evolve, more girls are expected to receive accurate diagnoses.
This change will likely lead to a more balanced gender ratio and higher reported autism prevalence, reflecting better recognition rather than an actual increase in autism.
Autism can be subtle, especially in young children. Some children may seem socially engaged but still have underlying challenges. Whether your child is a boy or a girl, looking at patterns over time, rather than one-off behaviours, can be helpful.
Take our 1-minute self-test questionnaire to reflect on your child’s behaviours and see whether there may be an increased developmental risk.
Dr. David Fischer received a doctoral degree in Clinical Psychology from Rutgers University, USA, advised by Dr. Sandra Harris. Since 1999, he was worked in the field of Applied Behavior Analysis and with individuals diagnosed with a developmental disability. He completed his pre-doctoral internship and post-doctoral fellowship at the Marcus Institute in Atlanta, Georgia working in the severe behavior unit, short-term-out-patient clinic, feeding disorders unit, and early intervention clinic. From 2007 – 2011, he trained public school teachers to instruct and manage the behavior of their students diagnosed with Autism spectrum disorder. He also was the clinical coordinator of the Asperger’s College Program, which provides support services to Rutgers students diagnosed with Asperger’s Disorder.
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