Abstract

Boys are identified with special educational needs more often than girls across several diagnostic categories. Yet these recorded differences cannot be assumed to represent equivalent differences in underlying prevalence. This structured narrative review draws on research published between 2016 and 2026 to examine gender patterns in the identification of ADHD, autism, specific learning disorders, developmental language disorder, intellectual disability, and emotional and behavioural difficulties. It considers prevalence estimates alongside evidence from referral practices, clinical assessment, school identification, and first-person accounts of delayed diagnosis. The findings vary across conditions, but a recurring pattern is evident. Difficulties that disrupt classroom activity or produce conspicuous academic failure are more likely to prompt assessment, whereas inattention, anxiety, social withdrawal, compensatory effort, and camouflaging can remain unnoticed. This may increase the visibility of some boys while delaying recognition and support for some girls. At the same time, biological vulnerability and genuine variation in developmental outcomes cannot be excluded, particularly in specific diagnostic groups. The evidence therefore does not support a single explanation for gender disparities or the construction of uniform “male” and “female” profiles. More equitable identification requires developmental history, information from several settings, direct assessment, and attention to the effort learners expend to maintain apparently adequate performance. Educational support should ultimately be guided by functional need rather than by how closely a learner resembles a familiar diagnostic prototype.