Everyone masks a little... but for neurodivergent people, the difference is the level of intensity and the associated exhaustion and impact on mental health. That is why understanding masking is so important.
Download our "Masking in School" Handout
Masking in neurodivergent children refers to the act of concealing their true thoughts, feelings, and behaviours in order to fit in with societal expectations or to avoid drawing attention to themselves.
This is common among children who are autistic, dyslexic, dyspraxic, ADHDers, or who have other neurodevelopmental types, who may feel pressure to conform to social norms.
Masking can manifest in various ways, such as mimicking peers' facial expressions, suppressing stimming or sensory behaviours (repetitive movements or sounds), or using rehearsed phrases during conversations. While it can help a child appear more socially typical, it often comes at a significant emotional and mental cost. And it can have a serious impact on a child's sense of self (their identity).
For example, a neurodivergent child might hide their discomfort in noisy, crowded environments, even though they find them overwhelming. They might learn to suppress their need to stim (e.g., flapping hands, rocking) in front of others to avoid standing out.
In the classroom, a child with ADHD might work extra hard to remain still and focused, even though their brain naturally seeks movement. Similarly, an autistic child might script conversations or imitate the behaviours of their neurotypical classmates to avoid being perceived as different.
Although these efforts can help a child blend in, they often result in heightened anxiety and stress, as the child is constantly managing their behaviours and emotions. And most importantly, masking is not always obvious, so the overwhelm, fatigue or distress might not show up in school or out and about in the community.
The risks associated with masking are significant. Long-term masking can lead to burnout, where a child becomes emotionally exhausted from the constant effort of pretending to be someone they are not. This can cause issues like increased anxiety, depression, and a diminished sense of self-worth, as the child may feel that their authentic self is not acceptable.
To support neurodivergent children who mask, parents and teachers can create safe spaces where children feel comfortable being themselves. This might include allowing time for sensory breaks, encouraging open communication about their needs, and fostering an environment that respects their natural ways of expressing themselves.
Celebrating neurodiversity and educating peers about differences can also help reduce the pressure to mask, allowing children to feel more accepted and understood.
Here is a handout which may prove useful also:
Download our "Masking in School" Handout
Hope this is a help,
Kindest regards,
Lorraine and Team
PS. We are currently enrolling for our Emotional Regulation Programme. Age ranges 5-13 years, and 14-17 years.
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