Erasure of autistic girls refers to the ways autistic girls are overlooked, misunderstood, or excluded from recognition and support. Much of the early research and diagnostic criteria for autism were based primarily on studies of boys, which shaped expectations about how autism “looks.” As a result, girls whose traits present differently are often missed or identified much later. Autistic girls are more likely to mask or camouflage their differences, consciously or unconsciously copying social behaviour to fit in. This can make their struggles less visible to teachers and clinicians, even when they are experiencing significant anxiety, exhaustion, or social confusion. Instead of recognising autism, adults may interpret their distress as shyness, perfectionism, emotional sensitivity, or behavioural issues. The erasure of autistic girls can lead to delayed diagnosis, lack of appropriate supports, and increased vulnerability to bullying, mental health challenges, and burnout. In school settings, girls may be expected to cope quietly or may only receive attention when their distress becomes severe. Recognising this pattern helps educators and families look beyond stereotypes about autism and ensure that girls and gender-diverse students are identified and supported based on their actual needs and experiences.