Masking is something that we all do. We adapt our communication style and behaviours based on who we are with and the situation we are in. The demands of our day means we wear many masks; who we are with our children, with our colleagues, or talking to parents, we adapt our communication style without realising and without effort. The difference for an autistic individual is that this may require more effort and concentration to understand the social expectations within a particular context and then adapt accordingly.
Autistic individuals may be continually trying to navigate social experiences to feel included and accepted or because they think this is what they should be doing. They may also mask to stop themselves feeling as though they stand out. Many autistic people say they only take the ‘mask’ off in places where they feel safe and accepted.
Masking can be really tiring and may have a negative impact on wellbeing and self-esteem in the long term because it can involve hiding aspects of who they really are. Long term, it may contribute to autistic burnout if they are not getting a break from masking.
Masking can make it more difficult for others to identify that a pupil is struggling. By providing them with the right supports early, this can help identify situations they are finding challenging and provide strategies to help build resilience around these. Without understanding these challenges, situations can become so overwhelming that they may try and avoid them completely, such as not wanting to go to school or things that make them feel anxious.
Spotting the signs of masking
Spotting the signs of masking in Autistic girls can be challenging. Differences may go unnoticed in school where they may look like they are managing; however at home they may display anxiety and present with distressed or unsettled behaviour. This may be because they are less likely to mask in environments where they feel safer and more comfortable. The pupil may present as exhausted in school due to the extra demands they are dealing with.
In school, autistic girls might blend into friend groups, making it less obvious to teachers, or they may appear socially comfortable because they are masking. Academic success may hide other challenges that the pupil is experiencing when attending class. They may appear as if they are managing fine, but internally they may be holding in their anxiety. They may be reluctant to ask for help for fear of looking different and drawing attention to themselves. Maybe they begin to struggle to attend classes or feel they can only attend with a trusted friend. Noticing these early signs can make all the difference in reducing overall anxiety and feeling supported.
Due to possible differences in presentation across different contexts, it is important to work closely with the whole team around the child to gain a holistic assessment picture of the young person’s needs. If there are concerns that a female pupil you support may be autistic, please see the Neurodevelopmental Tile on the Fife Intranet Page. It is important to remember that support in education is needs-led and does not require a diagnosis.
Supporting a pupil to manage the demands of school and daily life reduces the feeling of being overwhelmed and experiencing burnout. Energy accounting is a really helpful tool to support with this.
