The Cost of Exclusion: Barriers Faced by Autistic High School Students

Navigating high school as an undiagnosed autistic student presents a unique set of challenges, particularly when it comes to accessing appropriate support. Many students go through their academic journey without fully understanding why they struggle in certain areas, often facing systemic barriers that prevent them from receiving the accommodations they need. This article examines the obstacles faced by undiagnosed autistic students and explores how the education system can better support neurodivergent learners.

Many autistic students are overlooked because their struggles do not fit the outdated stereotypes of autism. In particular, undiagnosed autistic females are often dismissed as simply anxious or quiet, preventing them from receiving the care and accommodations they need. Using the Power Threat Meaning Framework (PTMF), this article explores how systemic power imbalances in education create unnecessary barriers for autistic students and offers suggestions on how schools can foster a more inclusive environment.

The Challenges of an Undiagnosed Autistic Student in High School

One high school student, unaware of their autism, struggled with the overwhelming nature of the school environment. The daily sensory overload from crowded hallways, bright fluorescent lights, and the constant noise of classmates made it difficult to focus in class. While other students seemed to navigate social situations effortlessly, this student found interactions confusing and exhausting, often retreating into solitude to recover from the day’s demands.

Despite excelling in certain subjects, they struggled in unpredictable classroom settings. Group projects were particularly stressful, as the unspoken social rules and expectations felt impossible to decipher. Teachers often mistook their discomfort for defiance or disengagement, reinforcing feelings of isolation. Without a diagnosis, there was no recognition of their need for accommodations, leaving them to find their own coping mechanisms, such as using noise-canceling headphones or avoiding certain situations altogether.

The Impact of an Undiagnosed Condition on Academic Performance

Without the framework of a diagnosis, many autistic students internalize their struggles as personal failures rather than recognizing them as a mismatch between their needs and the system’s expectations. Tests and timed assignments became major stressors, as rigid deadlines and the pressure to perform under strict conditions created intense anxiety. The expectation to complete tasks quickly and follow verbal instructions in a fast-paced environment often left the student feeling overwhelmed and behind, despite their intelligence and ability to grasp complex concepts when given the right conditions.

Additionally, the lack of accommodations for sensory sensitivities meant that everyday classroom elements—such as loud discussions, bright lights, and unexpected schedule changes—became constant obstacles. Unlike diagnosed students who might receive extra time on assignments or access to quiet spaces, undiagnosed students were expected to adapt without any formal support. As a result, many masked their struggles, appearing fine on the surface while experiencing significant distress internally.

Navigating High School Without a Diagnosis

One student’s story highlights these struggles. Throughout elementary and middle school, their challenges were overlooked because they were academically capable and well-behaved. Teachers and parents attributed their difficulties to anxiety, shyness, or perfectionism, missing key indicators of autism. By high school, these struggles became more pronounced, particularly in areas like time management, sensory overload, and social interactions.

Without an official diagnosis, they had no access to formal accommodations such as extra test time, modified learning environments, or alternative communication methods. In the classroom, they relied on personal strategies, such as using text-to-speech software to process information or rewatching recorded lessons at home to fully understand the material. During exams, they found ways to break down complex questions visually on scratch paper to avoid feeling overwhelmed by the wording.

These workarounds helped, but they also highlighted the systemic failure of schools to recognize and support neurodivergent students who fall outside traditional diagnostic models. The education system often only acknowledges autism when it becomes disruptive in structured settings, ignoring the many students who struggle quietly.

Power Imbalances in Education

The rigid structure of high school presents significant challenges for autistic students, particularly those without a diagnosis. Many teachers lack training in recognizing neurodivergent traits beyond the most obvious cases, leading to a one-size-fits-all approach to education. When an undiagnosed autistic student asks too many clarifying questions or struggles with instructions, they may be seen as difficult rather than as a student with a legitimate need for more support.

The expectation for students to adapt to the existing system, rather than the system evolving to accommodate diverse learners, creates a power imbalance. Schools have the ability to implement inclusive practices, but these are often deprioritized in favor of maintaining standardized approaches. As a result, students like the one in this story must expend extra energy navigating an environment that does not consider their needs, increasing stress and reducing engagement with learning.

Weighing the Benefits and Limitations of Seeking a Diagnosis

For many autistic students, seeking a diagnosis can be both beneficial and challenging. A formal diagnosis can unlock access to accommodations such as extended test time, sensory-friendly spaces, and assistive technology. These supports can make a significant difference in reducing cognitive overload and improving overall well-being.

However, obtaining a diagnosis can be a difficult process. Many students face long wait times, expensive assessments, or dismissive healthcare professionals who do not recognize autism in certain presentations. The stigma surrounding neurodivergence also discourages some students from pursuing a diagnosis, fearing they will be treated differently by teachers or peers.

For those who are unsure about seeking formal accommodations, informal strategies can still help. Using tools such as noise-canceling headphones, planning ahead for stressful situations, and breaking down tasks into smaller steps can improve daily functioning. Online communities can also provide valuable support and strategies tailored to individual experiences. However, these workarounds should not be the only solution—schools must take responsibility for fostering inclusive environments that do not place the burden of adaptation solely on students.

A Call for Change in High School Education

The power imbalances within education disproportionately impact undiagnosed autistic students. Accommodations are often seen as optional rather than essential, forcing students to justify their struggles within a rigid system. Schools must take deliberate steps to create inclusive spaces that recognize neurodiversity without requiring students to first prove their need for support.

Key changes that could improve outcomes for autistic high school students include:

• Training teachers to recognize diverse autistic traits, particularly in students who do not present in stereotypical ways.

• Providing flexible learning environments that allow students to process information in ways that suit their cognitive style.

• Offering sensory-friendly spaces where students can self-regulate without being penalized.

• Encouraging alternative communication methods, such as written responses instead of verbal participation, for students who struggle with social interaction.

• Clearly communicating available support options, even for students who may not have a formal diagnosis.

For many autistic students, receiving a diagnosis is not just about having a label—it’s about gaining access to the resources they need to succeed. Without systemic change, many undiagnosed students will continue to struggle in silence, adapting to an environment that does not acknowledge their needs.

For those navigating high school without accommodations, self-advocacy is important, but it should not be the sole responsibility of the student. Schools must recognize their role in supporting all learners, ensuring that neurodivergent students do not have to fight for basic accommodations. Until educational institutions take these steps, many autistic students will continue to feel excluded from a system that was never designed with them in mind.