Halsall, Joanne; (2020) Camouflaging strategies used by girls with autism in specialist educational provisions: perspectives of girls, their parents and their educators. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Autistic girls’ heightened social motivation and associated social coping strategies, such as camouflaging, mean they are less likely to receive appropriate support in mainstream schools. These challenges may intensify during adolescence, when the complexity of social interaction and demands increase. This period of social development coincides with the established challenges for autistic pupils transitioning into secondary education. This demanding stage of autistic girls’ development is suggested to result in an increase of social coping strategies, with girls trying to blend in and avoid negative consequences of being identified as different. Camouflaging of autistic behaviours is associated with several negative impacts, including exhaustion, anxiety and identity uncertainty. Despite this, no research has considered whether pupils accessing mainstream school through a specialist resource base use camouflaging strategies; and, if so, how these present and impact upon pupils. A significant aspect of Educational Psychologists’ casework involves supporting pupils with autism, so developing knowledge of best practice to support autistic girls, who are an under-researched group, is essential. This study adopted a multi-informant approach to examine the camouflaging strategies used by autistic girls within resource bases attached to mainstream secondary schools. Semi-structured interviews were conducted with eight girls, their parents and educators to triangulate the girls’ camouflaging experiences. Inclusive methodological approaches were used within the interview process to support the girls to share their experiences. To characterise the profile of the girls and their school contexts, observations were completed (social time, mainstream and resource base lessons) alongside measures of autism symptomology, quality of friendships and cognitive ability. Data were analysed using thematic analysis and four themes were identified: (1) inconsistencies and contradictions in camouflaging, (2) camouflaging to overcome relationship challenges, (3) camouflaging learning challenges (4) consequences of camouflaging. The themes revealed the challenges the girls experienced when attempting to hide their autism and fit within the mainstream and resource base school contexts. These challenges had significant impacts on the girls’ relationships and learning, and consequences for their mental health.

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