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This research explores the ways that female autistic students construct autistic identity in schools. The experiences of three autistic teenage girls and the role of social skills instruction (SSI) in their school context are studied within a neurodiversity perspective. The data was drawn from a larger study using Interpretative Phenomenological Analysis research method to explore the participant experiences undergoing SSI and how they constructed their autistic identity in school. The themes discussed in this paper include: sensory sensitivities, masking, autistic identity, and gender. Findings reveal the participants learned little about autism and neurodiversity in school. Implications for school personnel to support autistic student identity construction using concepts from the neurodiversity paradigm are discussed.