Autistic masking, also known as camouflaging, is a coping strategy used by autistic individuals to navigate social situations and fit in with neurotypical expectations.
It involves suppressing or hiding autistic traits and behaviors while mimicking or adopting neurotypical social norms and communication styles, often as a way to avoid stigma and to be socially accepted.
This article will discuss some examples of autism masking, how masking presents in different settings, and examples of masking in different demographics.
Masking examples
Below are some general examples of masking behaviors:
• Forcing eye contact
• Suppressing repetitive movements
• Underplaying interests
• Mimicking other's behavior
• Forcing facial expressions
• Having a social script
• Monitoring self in social interactions
Below are examples of masking in different settings and how this may present. Keep in mind that displaying some of these behaviors does not necessarily mean someone is masking autism as there can be many underlying reasons why someone might mask.
Masking intensity often varies based on familiarity with the setting, energy levels, perceived safety of the environment, and stakes of the situation.
Masking at school
In the classroom, autistic individuals may mask by:
- Raising their hand at “appropriate” times based on observing others
- Observing other student’s mannerisms in the classroom and mimicking them
- Pretend to understand instructions to avoid standing out
- Make eye contact with the teachers to appear engaged
- Rehearsing answers to the teacher’s question in their head before saying them out loud
- Doodling in their workbooks as a way to control stimming behaviors
- Hide discomfort about wearing school uniform
“I have memories from pre school… I remember already being so hyper aware that I was different, but then when I overheard some girls talking about me and calling me weird… it really changed me.”
“I started taking notes on how to be normal the summer after 7th grade”
Masking at work
In the workplace, autistic individuals may mask by:
- Nodding along and smiling at “appropriate” times during workplace interactions and meetings
- Have a checklist in mind of topics to discuss with colleagues (weather/weekend plans/family)
- Hiding sensory discomfort from bright lights or noisy offices
- Making excuses to eat lunch alone (“need to make a call”)
- Having many bathroom breaks to escape social and sensory overwhelm
- Avoiding asking clarifying questions for fear of appearing “stupid”
- Pretending to know what to do then struggling in silence
“I learned how to be better at my work when being social and learned the phrases you use commonly while with work colleagues… My work colleagues see me as a social butterfly who has no problem talking with people. So my front must be really good.”
“At the office, I often fidget with these binder clips for paper. I find this is a helpful way to stim at work but in a way that doesn’t make me stand out.”
Masking in social settings
In social settings, autistic individuals may mask by:
- Laughing along at jokes they don’t understand (people-pleasing)
- Preparing conversation topics in advance
- Not bringing up their interests unless asked directly by others
- Mirroring other’s energy levels depending on who is in front of them
- Using rehearsed phrases to exit conversations
- Using alcohol as a way to feel more relaxed
- Pretending to be comfortable in a loud/crowded environment
“I become an actor in a role. The real me wants to hide in bed or be alone in a dark room with things that comfort me… I often get migraines from masking for long periods without sufficient downtime between calls or activities.”
“For me, masking is going into every situation like ‘How do I play this?’. I always consider where I am, who I’m with, only following their lead as far as how much to share, whether or not to swear, what topics are OK to bring up…”
Masking in different demographics
Masking in girls and women
Girls and women are often better at masking than boys and men, possibly due to societal expectations and gender norms that pressure females to be more socially adept.
For example, people may be more likely to criticize a girl for behaving in ways that are not seen as ‘ladylike’ and so they may be more likely to learn that there are expectations they must meet to avoid scrutiny.
The types of play that girls may typically engage in (e.g., playing house), as well as chatting to each other in groups (as opposed to running about/ rough and tumble play), may mean that girls are more experienced in social and relational skills, which further promotes masking.
Examples of specific masking behaviors in girls and women may include:
- Maintaining a “social database” of acceptable topics and responses for different situations
- Using learned scripts for expressing empathy (“That must be so hard”)
- Creating detailed systems for maintaining friendships (e.g., calendars for checking in)
Masking in people of color
Autistic people of color may also mask more frequently to avoid the added stigma and discrimination associated with being a double minority.
They may feel pressure to conform to both neurotypical and cultural norms, leading to a greater need to mask their autistic traits.
For instance, if an autistic person of color displays neurodiverse behaviors (e.g., a meltdown from being overstimulated), they may be subjected to harsher criticism than white autistic individuals, and so they learn they must suppress these behaviors.
Examples of specific masking behaviors in people of color may include:
- Adjusting behavior, speech, and mannerisms between cultural spaces
- Working harder to appear “professional” in workplace settings
- Being extra careful about emotional regulation in public to avoid racial stereotypes
Masking in transgender individuals
Transgender and gender-diverse individuals may use masking as a way to conform to societal expectations and to avoid drawing attention to themselves.
They may perform certain masking behaviors to better align with traditional social norms for their gender identity or masking more intensely to avoid being outed as both autistic and transgender.
Examples of specific masking behaviors in transgender individuals may include:
- Studying and practicing gender-specific social behaviors and mannerisms
- Carefully monitoring voice, movement, and gestures to align with gender identity
- Masking sensory issues that might interfere with gender expression (like binding)
Masking in those with low support needs
Autistic individuals with low support needs, often referred to as “high-functioning,” (a term mostly rejected by many autistic people) may also be more likely to mask.
These individuals may have the cognitive and verbal abilities to learn and implement masking strategies effectively.
They may feel a greater need to mask to maintain their independence, succeed in their personal and professional lives, and avoid being seen as “less capable” due to their autism diagnosis.
Examples of specific masking behaviors in those with low support needs may include:
- Researching body language and social skills online that they can use in their interactions
- Creating detailed routines to manage daily tasks without appearing to need support
- Developing elaborate scripts for workplace interactions
It is important to recognize that while these groups may be more likely to mask, masking can occur across the entire autistic spectrum, regardless of age, gender, race, or support needs.
The pressure to conform to societal norms and the desire to avoid stigma and discrimination can lead many autistic individuals to adopt masking behaviors to navigate the neurotypical world.
Features of masking
Researchers identified three key features of camouflaging which were then used to develop the Camouflaging Autistic Traits Questionnaire (CAT-Q). These are: compensation, masking, and assimilation.
Compensation involves developing strategies to overcome social and communication difficulties, such as using learned phrases or scripts in social situations.
Masking refers to hiding autistic characteristics, presenting a non-autistic persona, and being aware of the impression made on others, such as monitoring and adjusting facial expressions.
Assimilation involves trying to fit in with others, feeling the need to put on an act around others, and feeling like conversations are not natural.
The CAT-Q may be used in the autism diagnostic process to help professionals identify whether individuals are intentionally or unintentionally hiding their autistic traits.
More people may be diagnosed as autistic in recent years due to more of an understanding of autistic masking.
How do I know if I am masking autism?
If you are considering whether you are masking autism, it may be helpful to review the following advice:
Consider these reflective questions
Ask yourself the following questions to help you understand if you may be masking autism:
- Do you find social situations exhausting?
- Do you feel like you have to hold back on talking about your interests for fear of looking ‘weird’?
- Do you spend much of a social interaction hyperfocused on the impression you are making?
- Do you tend to match the energy of people you are talking to?
- Do you make a conscious effort to sit still and not fidget when around others?
- Do you pretend to understand (e.g., a joke someone has made) so that you do not look foolish?
- Do you watch other people ‘master’ social interactions and wish you could do that too?
While answering ‘yes’ to any one of these questions may not 100% mean you are masking autism, if you answer ‘yes’ to most or all of them, it could indicate that you are.
If you suspect that you could be autistic, it is recommended to speak to a professional or do further research into this.
Complete the CAT-Q
Take the CAT-Q to see whether you might be masking autistic traits. This should only take around 5-10 minutes to read and respond to the 25 statements included in the questionnaire.
At the end, it will give you a total score as well as score breakdowns for compensation, assimilation, and masking. You can see how your score compares to other autistic individuals and those of your gender too.
Look into the lived experiences of other autistic individuals
The most experienced people who can tell you about masking autism are autistic people themselves!
There are helpful communities online and in-person for autistic individuals where they share their first-hand experiences of living as an autistic person.
Try listening to podcasts or watching videos of people who are autistic to get a better understanding of how they mask and what it feels like.
Likewise, you can read books by autistic authors. I really enjoyed reading ‘Unmasking Autism‘ by Dr. Devon Price, who gives a great overview of what masking looks like, accounts from other autistic individuals, and a discussion of ways in which we can drop the mask and embrace neurodiversity.
References
Fung, W. K., & Cheng, R. W. Y. (2017). Effect of school pretend play on preschoolers’ social competence in peer interactions: Gender as a potential moderator. Early Childhood Education Journal, 45, 35-42. https://doi.org/10.1007/s10643-015-0760-z
Hull, L., Mandy, W., Lai, M. C., Baron-Cohen, S., Allison, C., Smith, P., & Petrides, K. V. (2019). Development and validation of the camouflaging autistic traits questionnaire (CAT-Q). Journal of autism and developmental disorders, 49, 819-833. https://doi.org/10.1007/s10803-018-3792-6
Lai, M. C., Lombardo, M. V., Ruigrok, A. N., Chakrabarti, B., Auyeung, B., Szatmari, P., … & MRC AIMS Consortium. (2017). Quantifying and exploring camouflaging in men and women with autism. Autism, 21(6), 690-702. https://doi.org/10.1177/13623613166710
Pearson, A., & Rose, K. (2021). A conceptual analysis of autistic masking: Understanding the narrative of stigma and the illusion of choice. Autism in Adulthood, 3(1), 52-60. https://doi.org/10.1089/aut.2020.0043
Price, D. (2022). Unmasking autism: discovering the new faces of neurodiversity (First edition.). Harmony Books.
Strang, J. F., Powers, M. D., Knauss, M., Sibarium, E., Leibowitz, S. F., Kenworthy, L., … & Anthony, L. G. (2018). “They thought it was an obsession”: Trajectories and perspectives of autistic transgender and gender-diverse adolescents. Journal of autism and developmental disorders, 48, 4039-4055. https://doi.org/10.1007/s10803-018-3723-6
