Bassett, Carolyne; (2022) An exploration into the development of camouflaging behaviours adopted by girls on the autism spectrum in mainstream secondary schools: Perspectives of girls and their parents. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

The purpose of this study was to explore how autistic females experience mainstream secondary school particularly relating to masking and camouflaging behaviours. It aimed to explore how they experience their education, their friendships and the differences that may exist in their behaviours at home compared to school as well as the support they specifically receive as an autistic female. This study aims to explore what is contributing to the development of the camouflaging behaviours that are seen more in girls on the autism spectrum during their adolescence when attending mainstream schools. It is widely understood that these behaviours can lead to poorer outcomes such as poorer mental health, exhaustion and burnout and even an increase in suicidality. It is essential therefore that we understand the reasons behind the masking behaviours and how their self-identity is developing as a female on the autism spectrum to tailor the support or create environments that will better support adolescent females on the autism spectrum to feel more at ease and reduce the need to ‘camouflage’. The study used three focus groups, two for autistic girls and one for their parents to explore what their experiences of mainstream secondary school were and whether this has led to masking and camouflaging behaviours developing. There is research that camouflaging behaviours begin to develop in adolescence and this study really wanted to try to explore the reasons behind this. The focus groups were conducted online and moderated to facilitate interaction and discussion between the participants. Data was analysed using thematic analysis and the following six themes were identified: 1) Searching for self, the conflicts with their self-identity. 2)The dismissal and devaluation of Parental concerns. 3)Meeting social norms in different environments. 4)Impact masking has psychologically and physically. 5)Taking off the mask - what helps? And the superordinate theme 6) Internalising negative perceptions of others. These themes revealed the challenges the girls experienced in their daily life and the challenges their parents faced in receiving recognition of their daughters needs and eventual diagnosis and consequently this population not receiving appropriate and timely support. Adopting a social theory lens hypothesised that adopting masking behaviours were largely the result of internalising ‘stigmatisation’, as they did not ‘fit’ the current conceptualisation of autism nor did they ‘fit’ into the non-autistic culture and this led to the girls developing strategies to try to conceal and hide their autism and fit within the mainstream school context. The challenges of long-term masking for the girls had significant impacts on the girls’ relationships, learning, family life and particularly consequences for their mental health in addition to not receiving adequate support.

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