“Before people see the Autism, they see my race”: An intersectional exploration of the lived experiences of masking and camouflaging Black Autistic girls in UK education using IPA and discrit

Nelson, T

This pioneering study explores the unique experiences of Black Autistic girls in UK schools, focusing on how intersecting identities influence their education, particularly through masking and camouflaging behaviours. Using interviews and Disability Critical Race Theory, it highlights the impact of societal norms around race, gender, and ability on their sense of belonging, social navigation, and support needs. The research calls for more inclusive educational practices and urges professionals to challenge systemic biases to create environments where all students can thrive authentically.

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