Presenter(s)

• Avery Beckle, Student, Lewis & Clark College
• A. West
• Megan Merydith
• Charlie Kerns

Abstract

Autistic masking, also known as as camouflaging, is more prevalent among Autistic individuals whose identities differ from cisgender male stereotypes, including girls/women, transgender, nonbinary, and gender-diverse people. These high-masking presentations are frequently under-identified in educational settings due to reliance on diagnostic and eligibility criteria that prioritize overt, observable behaviors and reinforce binary conceptions of Autism. This poster presents a comprehensive review of current research examining the prevalence and impact of Autistic masking, including its associations with delayed diagnosis, educational ineligibility, and mental health challenges. We evaluate commonly used school-based assessment tools and highlight emerging, more inclusive practices that better capture subtle and nonstereotypical Autistic presentations. Drawing from academic and grey literature, including first-person accounts, this work aims to bridge research and practice in the field of school psychology. We emphasize neurodiversity-affirming assessment, advocacy within IDEA constraints, and inclusive professional development to better identify and support high-masking and under-recognized Autistic students across the gender spectrum.