The concept of social camouflaging in autistic individuals—where people minimize the visibility of their autism to fit into social situations—is gaining increased attention. In a recent meeting, we explored the mental health impacts of camouflaging, the prevalence of autistic burnout, and how academic and workplace environments can foster more supportive and inclusive spaces for neurodiverse individuals. By addressing these challenges at multiple levels—from individual actions to institutional changes—we can create a culture that is more accepting and less reliant on masking behaviors.

Key Ideas Discussed:

The Mental Health Impact of Social Camouflaging

Social camouflaging is widely recognized as an exhausting and mentally taxing practice for autistic individuals. According to Hull et al. (2021), it is the biggest predictor of anxiety, social anxiety, and depression in autistic adults, irrespective of gender. While masking may help autistic individuals navigate social situations, it can come at a significant cost to their mental health, often leading to emotional exhaustion and autistic burnout.

Research by Arnold et al. (2023) further highlights that masking is sustainable only for as long as the individual has sufficient cognitive resources. Over time, the effort required to maintain this facade depletes mental energy, leading to long-term consequences like burnout. Burnout, as described by Miller, Rees, and Pearson (2021), is primarily driven by unaccommodating environments and the inability to seek relief, which leaves individuals in a state of chronic stress and exhaustion.

Challenges in Creating Accommodating Environments

Autistic individuals face additional hurdles when navigating environments that are not designed to be accommodating. Suppressing neurodiverse traits through camouflaging requires continuous effort, leading to mental fatigue and burnout. Many workplaces and academic institutions still uphold social norms and expectations that place a heavy burden on neurodiverse individuals, making it difficult for them to thrive without significant personal cost.

Disparities in diagnosis, especially among non-white autistic individuals, further complicate matters. The intersection of race, gender, and neurodiversity means that individuals from marginalized groups often face additional challenges in receiving appropriate support. Despite inclusivity training, there is still a long way to go in terms of treating neurodiverse individuals equitably in professional settings.

Steps to Support Neurodiversity in Academic Settings:

Participants in the discussion shared potential solutions to create more inclusive environments for neurodiverse individuals. These strategies range from raising awareness of masking behaviors to creating spaces where autistic individuals feel less pressure to suppress their true selves.

1. Personal Level

• Recognize and challenge your biases: Being mindful of neurodiverse traits and understanding the hidden challenges of masking can create a more supportive environment.
• Foster open communication: Encouraging conversations about mental health, masking, and burnout can help break down barriers and build empathy.

2. Lab Level

• Equitable distribution of responsibilities: Address the “minority tax,” ensuring that neurodiverse individuals are not disproportionately burdened with administrative or mental loads.
• Set clear expectations: Define and communicate clear goals and tasks to prevent miscommunications and reduce stress for neurodiverse team members.

3. Administrative Unit Level

• Recognize diversity efforts: Just as gender equity initiatives are rewarded, neurodiversity awareness and support activities should be acknowledged and rewarded within departments.
• Offer flexible timelines: Providing flexibility in graduate and tenure milestones can help neurodiverse individuals succeed without compromising their mental well-being.

4. University/Discipline Level

• Universal design in policies: Structuring academic programs and workplaces with neurodiversity in mind ensures that fewer accommodations are needed later. Resources and support should be available for everyone from the start.
• Increase visibility of neurodiverse individuals: Raising awareness and regularly reporting on neurodiversity progress can help ensure that accommodations are not only available but effectively implemented.