A recent interview with Professor Uta Frith in Tes has reignited debate about how people understand autism. The discussion matters because how we define autism shapes how schools, health services, and society support autistic people. 

In the interview, Professor Frith suggests that autism may no longer be best described as a spectrum. She said the concept has become too broad and risks obscuring the experiences of people with higher support needs. 

Dr Amanda Roestorf, our director of research, shares what the research says on this issue.

Scientific debate about how best to conceptualise autism is both healthy and necessary. Professor Uta Frith’s work has been foundational to modern autism research. Her early contributions helped shape the field at a time when autism was far less understood. But decades of research point to a clear conclusion: the autistic spectrum is broad. There is huge diversity in how autistic people think, communicate, and experience the world. Recognising that diversity is essential. It helps education, health, and support systems work better for autistic people and their families.

The concept of an autism spectrum emerged precisely because autism presents in many ways. People vary widely in their communication styles, cognitive profiles, sensory experiences, and support needs. Some autistic people need intensive daily support, while others live independently. Many experience co-occurring conditions such as ADHD, anxiety, epilepsy, or a learning disability. 

Research across genetics, neuroscience, and behavioural science consistently shows that autism has different developmental routes. There isn’t one uniform profile. The spectrum concept reflects this diversity. 

Recognising this diversity does not undermine autistic people who require significant support. In fact, understanding differences is essential for designing effective support.  

Groups of autistic people never represent a single profile. Even among autistic people with complex needs, there is substantial diversity. Individuals will have different strengths, communication styles, cultural backgrounds, and lived experiences. Many autistic people also have co-occurring neurodevelopmental differences, such as being autistic with ADHD. This further enriches the spectrum of autistic experiences. Additionally, some groups of autistic people are overlooked and misunderstood in research and services. For example, girls and women, people of colour, and people with communication differences. 

Recognising this diversity is essential. Support systems are most effective when tailored to an individual’s strengths and needs. They don’t work when assuming a single ‘type’ of autistic person. 

Another point raised in recent commentary was the suggestion that there is little scientific evidence for masking. This is sometimes referred to as camouflaging. It refers to people masking their autistic traits to ‘fit in’ and make others feel comfortable. 

In fact, camouflaging has been the subject of growing research over the past decade. Studies led by Dr Laura Hull documented the strategies autistic people use to navigate social environments. These include rehearsing conversations, suppressing natural behaviours, or imitating social cues. 

Dr Laura Hull and her colleagues have also developed validated measures for masking. For example, the Camouflaging Autistic Traits Questionnaire (CAT-Q). This has linked camouflaging to increased exhaustion, anxiety, and mental health difficulties. This research helped explain why many autistic people may not be recognised until adolescence or adulthood. Particularly, girls and women.  

Camouflaging does not occur in the same way for every autistic person. However, the evidence shows that it is a real phenomenon experienced by many individuals. 

Sensory processing differences are also among the most consistently documented features of autism. Many autistic people experience heightened or reduced sensitivity to sound, light, touch, and other sensory input. These differences can significantly affect participation in classrooms, workplaces, and everyday environments. That’s why adjustments are widely recommended in educational and clinical guidance. For example, quieter spaces, sensory breaks, or ear defenders. These adjustments help reduce barriers that would otherwise make environments overwhelming or inaccessible. 

Discussions about how autism is defined are not happening in a vacuum. Across the UK, increasing numbers of people are seeking autism assessments. Services are under intense pressure. Waiting lists have grown dramatically in recent years. And families often report waiting years for an assessment. 

Some interpret this surge in demand as evidence that autism is becoming more common. However, a growing body of research suggests a more complex picture. Numerous other factors can better explain this rise, such as increased awareness, changes in diagnostic criteria, and better recognition of girls and women. 

Support is lacking and hard to access where it does exist. Families frequently pursue assessments. Not because they want a label, but because diagnosis is often the only route to accessing support. 

It’s more productive to focus on how systems can respond effectively to people’s needs earlier. This means families don’t need to wait for years for support. 

Autism science has advanced enormously over the past three decades. We now know that autistic people represent a highly diverse population. This recognition doesn’t deny the challenges faced by people with higher support needs. Rather, it acknowledges that no single model can capture the full range of autistic experiences. 

The real challenge facing autistic people today isn’t whether we should narrow our understanding of the term. It’s that too many families must pursue a diagnosis to access support. Too many families wait years for answers. Autistic people deserve more effective support. And sooner. 

This is the focus of Autistica’s work on strengths-and-needs-led approaches to support. When families, schools, and clinicians understand strengths and support needs earlier, they can provide effective support sooner.  

Therefore, recognising the diversity of autistic experience is not just a scientific question. It is essential for creating systems that work better for autistic people across the UK.