Many girls may be underdiagnosed even at school age, and their difficulties often go unnoticed by both parents and educators. Sometimes, an education professional can detect situations that don't occur in other settings where there aren't as many cognitive and social demands, which is why it's important to share information among the school community, families, and healthcare professionals.

The Guide to Good Practices with Women with ASD , from the AETAPI association, indicates some characteristics that can help teachers detect if a girl may have ASD:

• They have little social initiative, spontaneity in communication, and can isolate themselves from the group.
• They are particularly uninhibited, seeming unaware of levels of intimacy, exhibiting very open behavior with strangers, such as telling secrets or asking questions that go beyond intimacy.
• They appear to interact normally, but struggle to form close relationships, show social camaraderie, and be versatile in groups different from their usual one. They may move from one group to another without developing stable friendships in any of them.
• They experience anxiety attacks, crying, or sustained tantrums in response to situations that may seem inexplicable or exaggerated, and these may stem from situations that the child cannot explain.
• They seek out quiet, secluded places during school breaks, in social situations, or during free time.
• They do not have pain thresholds similar to other children and do not complain when they are badly hurt, or, on the contrary, they feel any touch or contact as threatening.
• They imitate their colleagues in a mechanical and unspontaneous way.
• They may seem egocentric, are difficult to persuade, and demand to be in charge as a requirement for playing. They develop exclusive and exclusionary friendships that cannot be shared, and obsessions with other children and adults at school.
• They play with dolls, characters, or symbolic objects, but in reality, they spend most of their time organizing the game, arranging the objects, and preparing a scene, rather than playing flexibly.
• They are very innocent, compliant, do not understand the jokes of their classmates and are victims of pranks and collective jokes.
• They become obsessed with relationships with adults or children in a clingy and dependent way.
• When using social media or electronic communications, they frequently make mistakes or are too naive, or they publicly share content that could embarrass others, unintentionally. Or, conversely, even though all their peers use electronic and digital means of communication, they find themselves virtually isolated from the rest.