Camouflaging, Masking, and Authenticity for Neurodivergent Students

In this episode of Creating Neurodiversity-Affirming Schools, Amanda Morin and Emily Kircher-Morris explore the complexities of masking, camouflaging, and authenticity in neurodivergent students. They discuss why students engage in these behaviors, the cognitive and emotional costs, and how educators can create environments that support choice and self-expression. Amanda and Emily are the authors of Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported and bring deep expertise in supporting neurodivergent learners in education. Key Topics: The difference between masking (suppressing traits) and mimicking (adopting behaviors) under the umbrella of camouflaging How camouflaging impacts students’ mental and emotional well-being The benefits and drawbacks of masking in different contexts The TRUE Framework to help students navigate authenticity and camouflaging: Trust your feelings Reflect on camouflaging Understand your needs Experiment with expression The importance of offering choice—supporting students in deciding when, where, and with whom to mask Creating safe, affirming spaces where students feel comfortable unmasking without pressure Resources Mentioned: Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported  The Neurodiversity Podcast Professional development and consultation on neurodiversity-affirming practices – Learn more

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