Masking
Masking is the act of hiding or suppressing one's true behaviors, emotions, or traits to meet societal expectations or avoid negative judgment. For people with AuADHD, this often means copying neurotypical behaviors, navigating social situations in ways to fit in, or concealing challenges they encounter. Masking can occur consciously and subconsciously.
The problems with masking
Individuals who mask might deliberately (or undeliberately) suppress their behaviors to fit in better in social situations. They might go to great lengths to stay organized and focused in ways that don't come naturally, simply to meet expectations at work or school. This masking can delay the identification of ADHD or autism for several reasons:
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Hidden Symptoms: When individuals mask their traits, the signs of their neurodivergence become less visible to others, including healthcare providers. Consequently, the behaviors that might typically prompt an evaluation for a diagnosis are overlooked, and the person may be mistakenly seen as neurotypical.
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Misreading Behaviors: Masking can lead to behaviors being misunderstood. For example, someone masking might seem more socially at ease or less distracted than they really are, leading to a skewed perception of their needs and experiences.
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Internalized Stress: The effort involved in masking can be mentally exhausting, contributing to significant stress and mental health struggles. This stress might not immediately be recognized as stemming from masking, making it harder to pinpoint the underlying neurodivergent condition.
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Focus on Secondary Symptoms: Professionals may focus more on the secondary issues resulting from masking, like anxiety or depression, instead of identifying the underlying neurodivergence linked to these problems.
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Delayed Self-Awareness: Individuals who mask may see their struggles as personal failures or flaws rather than recognizing them as simply the result of having a different neurotype. This can delay their understanding of their own needs and hinder their pursuit of a diagnosis.
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Understanding masking is essential for better identification and support. It emphasizes the need to create environments where individuals feel safe enough to be authentic, without the pressure to mask, and promotes a more comprehensive approach to recognizing and assisting neurodivergent individuals.
Neurodivergence in girls
Autism and ADHD can manifest differently in individuals assigned female at birth (AFAB) compared to those assigned male at birth (AMAB) due to a mix of biological, social, and cultural factors. While the core characteristics of these neurotypes are the same, the way they appear and are understood can differ. This is especially important to understand, as the current DSM-5-TR criteria of Autism is based on a typical male presentation. Extra knowledge and experience in recognising Autistic traits in women is essential for accurate identification.
Autism in girls
Social Camouflaging: Girls may often engage in more social camouflaging (masking), meaning they may work harder to hide their autistic traits to blend in with their peers. This can involve mimicking social behaviors or suppressing stimming (repetitive behaviors). This masking can make their neurodivergence less apparent, sometimes leading to delayed or missed diagnoses.
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Social Communication: Girls often face fewer obvious challenges with social communication. They might develop more refined social skills or have an easier time blending in, masking the difficulties they may experience compared to their male counterparts.
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Interests and Behaviors: Girls might have interests that align more closely with socially accepted female interests, which can make their behaviors less noticeable. For instance, they may have strong interests in literature or animals, which are less likely to draw attention than more stereotypically male interests.
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Sensory Sensitivities: Sensory sensitivities may be expressed differently in females, which can make them harder to recognize. They may experience these sensitivities in ways that don't fit typical stereotypes, making them more difficult to identify.
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Mental Health: The strain of constant camouflaging can contribute to higher levels of internalising symptoms, leading to higher rates of anxiety and depression in Autistic girls. These mental health concerns may be prioritized over identifying the underlying autism.
​ADHD in girls
Presentation of Symptoms: ADHD in girls often presents more subtly. They may display less obvious hyperactivity and more issues with inattention and internal distractibility, which can be harder to notice compared to the more overt hyperactive behaviors often seen males.
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Emotional Regulation: Girls might struggle more with emotional regulation, experiencing internalized symptoms like anxiety and heightened sensitivity. These emotional challenges can sometimes be mistaken for psychological issues or "mood swings" rather than being recognized as part of ADHD.
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Organization and Time Management: Girls may face significant challenges with organization, time management, and executive function, but these issues may not be as visible. They may try to compensate in structured settings like school or work, which can make these difficulties less obvious to others.
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Social and Academic Expectations: Social and academic expectations can influence how ADHD presents in girls. They may be expected to be more organized and socially compliant, which can lead them to exert extra effort to meet these expectations. This may contribute to a later diagnosis or a focus on stress-related symptoms rather than the ADHD itself.
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Internalization: Girls tend to internalize their struggles more, leading to feelings of inadequacy or failure. This can further mask the ADHD, shifting the focus to emotional or psychological symptoms instead of addressing the ADHD.