A "Round, Bruising Sort of Pain": Autistic Girls' Social Camouflaging in Inclusive High School Settings.

This study looked at how autistic teenage girls 'mask' or hide their autism traits in high school. Researchers found that girls masked most often in regular classrooms with teachers and classmates they didn't know well, but less at home or with other neurodivergent friends. Girls diagnosed later in life masked more and experienced greater costs from masking. The study highlights the emotional toll of masking and shows how important neurodivergent friendships can be for these young women.

This mixed-methods study examined social camouflaging behaviors among 31 autistic female adolescents in inclusive high school settings. Participants completed both quantitative ratings and qualitative interviews about their camouflaging experiences. Results showed that autistic girls camouflaged most frequently in general education classrooms with unfamiliar teachers and neurotypical peers, but less often at home or with neurodivergent friends. Later age of autism diagnosis was associated with increased camouflaging and related costs.

Qualitative analysis revealed four key themes: autistic identity formation, negative peer experiences, consequences of camouflaging, and the protective value of neurodivergent friendships. The study found both convergent and divergent findings between quantitative and qualitative measures.

Findings suggest need for targeted support in general education classrooms and with unfamiliar social partners. Early autism diagnosis may reduce camouflaging burden. Schools should facilitate connections with neurodivergent peers and create autism-affirming environments. Professional development for teachers about camouflaging recognition and support is indicated.

Small sample size of 31 participants limits generalizability. Study focuses only on females in inclusive settings, excluding other educational contexts. Cross-sectional design cannot establish causality. Some divergence between quantitative and qualitative findings suggests measurement complexities that require further investigation.

Although autistic females often "camouflage" their autism, few studies examine the degree to which adolescent females demonstrate these behaviors in inclusive school settings. We examined: (a) the nature, extent, and underlying motivation of camouflaging in high school; (b) the extent to which autistic girls' characteristics related to camouflaging settings, people, benefits, costs, and school supports; and (c) how girls' open-ended descriptions agreed with closed-ended camouflaging ratings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females' school-based camouflaging. Thirty-one autistic female adolescents, all included in general education classrooms, answered rating and interview questions.

Autistic females camouflaged most often in general education classrooms and with teachers and neurotypical peers that they did not know well; least often at home or with neurodivergent friends. Later age of diagnosis was associated with more camouflaging and camouflaging costs. Qualitative analyses revealed four themes: autistic identity; negative peer experiences; negative consequences of camouflaging; and value of neurodivergent friends. Some qualitative findings converged with quantitative findings, others diverged.

Implications are discussed for research and practice for supporting autistic females in general education school settings.