Girls in school systems often experience a distinct set of challenges shaped by both gender expectations and how support is allocated. In systems operating under scarcity, schools frequently prioritise intervention for students whose behaviour is highly disruptive, aggressive, or immediately dangerous. Because social expectations often encourage girls to be compliant, agreeable, and accommodating, their distress may be less visible or less likely to trigger formal support. As a result, girls who are struggling—academically, socially, or emotionally—may be expected to cope quietly rather than receiving timely intervention. This dynamic can be particularly significant for disabled or neurodivergent girls, whose needs may be overlooked if they are masking difficulties or avoiding behaviours that draw attention. When support systems are organised around triage rather than early recognition of need, girls may be under-identified, under-supported, and more likely to carry the burden of adapting to environments that are not meeting their needs.