It could be argued that autistic females, attending high school, have a distinct set of needs when compared to their male counterparts. The purpose of this review is to synthesise reported findings on what could be considered as effective for supporting the needs of autistic females in high school settings. The review adhered to PRISMA guidelines. Searches identified 12 papers that included direct perspectives of autistic females, their families and the professionals supporting them. Data were analysed using thematic synthesis. The findings indicate seven main themes for support related to: mental health; identification of specific needs and post-diagnostic support; friendship interventions and skills development; tiered support; relationships between home and school; transitions between levels of education; self, peer and staff advocacy, and sense of belonging. Social and emotional experiences of autistic females in high school are key areas to target in ensuring successful education. Findings are discussed in relation to integrated, inclusive practices that high schools may adopt to support this cohort of students. Implications for professional practice, policy and research are discussed, which will be of interest to educators and helping professionals alike.

中文翻译：

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什么可以被视为对高中自闭症女性的有效支持？不系统的文献综述

可以说，与男性相比，正在上高中的自闭症女性有一套独特的需求。本次审查的目的是综合报告的调查结果，了解哪些措施可以有效满足高中环境中自闭症女性的需求。审查遵循 PRISMA 指南。搜索发现了 12 篇论文，其中包括自闭症女性、她们的家人以及支持她们的专业人士的直接观点。使用主题综合分析数据。调查结果表明了与以下方面相关的七个支持主题：心理健康；确定具体需求和诊断后支持；友谊干预和技能发展；分层支持；家庭和学校之间的关系；教育水平之间的过渡；自我、同伴和员工的倡导以及归属感。高中自闭症女性的社会和情感经历是确保成功教育的关键领域。研究结果讨论了高中可能采取的综合、包容性做法来支持这群学生。讨论了对专业实践、政策和研究的影响，这将引起教育工作者和帮助专业人士的兴趣。