Reducing mental distress and promoting positive mental well‐being in autistic girls who camouflage

Abstract The psychological well‐being of autistic pupils is often worse compared to that of their neurotypical peers, with evidence suggesting that autistic girls are in an even worse position. We argue that this is due to traits of the autistic female phenotype, including the phenomenon of social camouflaging which is motivated by the human need for belonging. Camouflaging has a dual role in exacerbating outcomes for autistic girls at school; first, it prevents identification of their needs, and second, it can contribute to mental distress. As autistic girls are more likely to engage in camouflaging, and because they have an increased likelihood of mental distress compared to autistic boys, it is important for school professionals to be aware of the strategies of compensation, masking and assimilation that these girls are likely to employ and to work towards eliminating their need to camouflage, through identifying and working with their strengths and, therefore, promoting true social inclusion at school.