Despite UK government efforts to promote inclusion, autistic children often face unfair treatment in schools. This research examines if and how educators hold biases towards autistic students. First, I will assess how educator bias is mediated by educators’ self-esteem and how this bias may impact decision-making around support for autistic children. Second, I will analyse the language used in autism teacher training programs and consider teachers’ and autistic young peoples’ perspectives of language used in schools to discuss and describe autistic children. This research aims to identify and address biases in education, to improve health and education outcomes for autistic children.