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This study explores the lived experiences of masking among Black Autistic girls in UK education, addressing a major gap in Autism research and educational psychology. Using a new Kaleidoscope Analysis framework, it reveals how masking is often a response to intersecting pressures of race, gender, and neurotypical norms. The findings call for educational psychologists to adopt intersectional, neuro-affirming, and anti-oppressive practices that centre pupil voice and create more inclusive learning environments.
This study explores the lived experiences of masking among Black Autistic girls in UK education, addressing a major gap in Autism research and educational psychology. Using a new Kaleidoscope Analysis framework, it reveals how masking is often a response to intersecting pressures of race, gender, and neurotypical norms. The findings call for educational psychologists to adopt intersectional, neuro-affirming, and anti-oppressive practices that centre pupil voice and create more inclusive learning environments.
