On a university campus, fitting in might feel like an unspoken expectation. But imagine you had to pretend to be someone you are not every single time you are going to school.
For many neurodivergent students, the pressure of fitting in leads to “masking,” a coping strategy in which people suppress or change their natural behaviours in order to appear more socially acceptable (Wozniak et al., 2023). While masking may assist students in navigating academic and social environments, it is cognitively and emotionally demanding. Masking has been linked to increased stress, anxiety, and exhaustion over time (Dwyer et al., 2023).
In higher education, these demands are frequently intensified by institutions that are not built to support diverse learning requirements, requiring students to constantly adapt in order to succeed (Wozniak et al., 2023). As a result, success might be measured by how well students “perform normal,”rather than how authentically they engage.
Masking is the process of intentionally, or habitually, hiding aspects of oneself.
This can take many subtle but exhausting forms. In a study on Autism masking done by Miller et al. (2021), participants reported strategies such as mirroring behaviours, expressions, dress sense, and speech of what was deemed neurotypical. Generally, one might force eye contact during conversations even if it feels uncomfortable, rehearse interactions repeatedly, or study behaviours of other people.
A masking feature more present in Autism is hiding negative reactions to certain stimuli, such as avoiding showing they are upset by a loud noise (Miller et al., 2021). Academically, masking follows a similar path. Hamilton & Petty (2023) stated that neurodivergent students also suppress natural behaviours such as stimming and fidgeting, and monitor behaviours to avoid standing out. Instead of focusing fully on learning, part of one’s attention is always spent on performing what is considered normal in class.
While masking may appear to have short-term benefits when navigating university life, it comes with significant costs.
Constantly monitoring and adjusting behaviour in spaces such as university requires cognitive effort, which can become exhausting. Over time, this can lead to burnout, a state of mental fatigue where students can feel overwhelmed and disengaged with their studies (World Health Organization, 2019). Masking can also increase anxiety and lower overall wellbeing, because students may feel pressure to appear “normal” even when that effort is mentally draining. A recent study found that masking was associated with higher anxiety, depression, and social anxiety, along with lower mental wellbeing in autistic people (Khudiakova et al., 2024). Qualitative research similarly shows that masking often involves intense self-monitoring, becomes mentally demanding over time, and can leave people feeling disconnected from their authentic selves (Field et al., 2024).
In a university setting, this means that looking “fine” on the outside may hide serious internal stress, making it harder for neurodivergent students to fully engage with learning, relationships, and campus life. The burnout idea, as mentioned previously, fits the World Health Organization’s definition of burnout as exhaustion caused by chronic stress that has not been successfully managed (World Health Organization, 2019).
If masking is so harmful, why do it?
While some reasons are mentioned prior, there are other reasons why one may mask. Masking is often a response to social and environmental pressures not designed for neurodivergent individuals and needing to navigate them. Many individuals report masking to avoid standing out and being treated differently based on stigmas (Miller et al., 2021). Others use it as a protective strategy to avoid bullying, judgement, exclusion, especially if they have experienced it before (Hamilton & Petty, 2023).
Masking can also help manage how others perceive them, allowing students to appear in a more socially acceptable manner in academic and professional settings. Over time, masking may even become a habit developed through repeated experiences of needing to consciously adapt (Cage & Troxell-Whitman, 2019). Ultimately, masking is less about choice and more about surviving in environments acting against neurodivergent behaviours.
The expectation to “perform normal” places a significant and often invisible burden on neurodivergent students. Prolonged masking can contribute to stress, emotional exhaustion, and long-term burnout (Lui et al., 2023). Additionally, higher education systems that fail to accommodate diverse learning needs reinforce these pressures, rather than reducing them (Wozniak et al., 2023).
To address this issue, we must go beyond raising awareness and begin creating environments where students are supported without needing to mask, allowing them to participate authentically and succeed on their own terms.
Author Credits: This blog was written by student volunteers as part of Neurodiversity Horizons Canada’s outreach and education initiatives. We thank our contributors for their time, effort, and thoughtful engagement in promoting accessibility and neurodiversity awareness.
Authors: Arnav Brar, Ashkan Akbarpour, Chiragjot Singh Garcha, Yeeun Ha
About Neurodiversity Horizons Canada: Neurodiversity Horizons Canada (Instagram:@neurodiversityhorizon.canada) is a student organization advocating for the dignity and inclusion of neurodivergent and disabled individuals. Focused on education and social connection, we provide students with opportunities to engage in advocacy for a more accessible future through workshops, community partnerships, and knowledge-sharing initiatives.
Cage, E., & Troxell-Whitman, Z. (2019). Understanding the Reasons, Contexts and Costs of Camouflaging for Autistic Adults. Journal of Autism and Developmental Disorders, 49(5), 1899–1911. https://doi.org/10.1007/s10803-018-03878-x
Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C. (2023). Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in Higher Education. Autism in Adulthood, 5(1), 1–14. https://doi.org/10.1089/aut.2021.0042
Field, S. L., Williams, M. O., Jones, C. R. G., & Fox, J. R. E. (2024). A meta-ethnography of autistic people’s experiences of social camouflaging and its relationship with mental health. Autism, 28(6), 1328–1343. https://doi.org/10.1177/13623613231223036
Hamilton, L. G., & Petty, S. (2023). Compassionate Pedagogy for Neurodiversity in Higher education: a Conceptual Analysis. Frontiers in Psychology, 14(14), 1–9. https://doi.org/10.3389/fpsyg.2023.1093290
Khudiakova, V., Russell, E., Sowden-Carvalho, S., & Surtees, A. D. R. (2024). A systematic review and meta-analysis of mental health outcomes associated with camouflaging in autistic people. Research in Autism Spectrum Disorders, 118, 102492. https://doi.org/10.1016/j.rasd.2024.102492
Liu, Z., Xie, Y., Sun, Z., Liu, D., Yin, H., & Shi, L. (2023). Factors associated with academic burnout and its prevalence among university students: A cross-sectional study. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04316-y
Miller, D., Rees, J., & Pearson, A. (2021). “Masking is life”: Experiences of masking in autistic and nonautistic adults. Autism in Adulthood, 3(4). https://doi.org/10.1089/aut.2020.0083
Wozniak, J. A., Alexandrovsky, M., Ai, W., Khudiakova, V., & Brown, H. (2023). Neurodivergent Student Barriers & Inaccessibility in Postsecondary Education. Canadian ADHD Resource Alliance. https://adhdlearn.caddra.ca/wp-content/uploads/2024/02/neuro.pdf
World Health Organization. (2019, May 28). Burn-out an “occupational phenomenon”: International Classification of Diseases. https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases