Explaining masking to teachers

This page is designed to be shared directly with teachers and school staff. It will explain what masking is, why neurodivergent children do it, and what the consequences are. It will be written in accessible language for professionals who may not have specialist training in neurodevelopmental conditions.

This section will explain that masking is the conscious or unconscious suppression of natural behaviours and responses in order to appear neurotypical. It will cover the common signs that a child is masking at school, including being "model" during the day and then having meltdowns at home, appearing quiet and compliant but making no social connections, and performing academically but at significant emotional cost.

This section will describe the cost of masking, including exhaustion, anxiety, loss of identity, and the risk of burnout and mental health difficulties. It will help teachers understand that a child who appears to be coping may in fact be under enormous strain, and that "fine at school" does not mean fine.

This section will offer practical suggestions for teachers who want to reduce the need for masking in their classroom, including creating safe spaces, allowing sensory tools, checking in privately with the child, and understanding that behavioural expectations may need to be adjusted.

This section will include a note about the particular risk of masking going unrecognised in girls and in children from ethnic minority backgrounds, where cultural expectations and diagnostic biases may compound the problem.