by Heming Li, M.Ed, Doctoral Level Intern

Supervised by Kirstin-Elliott-Noon, PsyD, HSPP

Masking, sometimes called camouflaging, refers to consciously or unconsciously changing behavior to fit social expectations or hide areas of difficulty. Children and adults may learn to do this as they notice how others behave and try to meet expectations at school, work, or in social situations. While masking can help someone navigate certain situations, it can also make their underlying challenges harder for others to recognize, which may delay access to support that could be helpful.

How Masking Can Look in Childhood

Masking can look different from child to child. A child with ADHD may work especially hard to stay organized, copy classmates’ routines, or appear attentive even when they are struggling to focus internally. An autistic child may imitate other children’s facial expressions or conversational styles, rehearse what to say before social situations, or make forced eye contact because they have learned that it is expected.

Because of these strategies, a child may receive good grades, behave well at school, or appear socially comfortable while putting a great deal of effort into doing so. Masking may also change depending on the setting. Some children seem to “hold it together” throughout the school day but come home feeling exhausted, irritable, or overwhelmed.

When Masking Continues into Adulthood

Strategies that begin in childhood can gradually become long-standing habits. Adults may carefully plan conversations, overprepare for tasks, rely heavily on routines, strive for perfection, or closely monitor how other people in the room are responding to them.

These strategies may work well for many years. However, as responsibilities increase through college, employment, relationships, or other life changes, they can become harder to maintain. Someone who previously seemed to manage well may begin feeling overwhelmed, exhausted, or unsure why everyday responsibilities seem to require so much effort.

How Psychological Evaluation Can Help

Because masking can make difficulties less obvious, ADHD or autism may not always be identified through a brief conversation or a simple symptom checklist. A comprehensive psychological evaluation takes a broader look at a person’s experiences, including their developmental history, current concerns, strengths, challenges, and the strategies they have developed over time.

For someone who has been masking for years, discussing childhood experiences and the extra effort used to manage school, social situations, or daily responsibilities can provide important information that might otherwise be missed. Psychological evaluation can also bring together information from multiple sources. For parents, this process can provide helpful insight into how their child’s behavior and functioning at school compare with those of other children of the same age using standardized, research-based measures.

The goal of an evaluation is not simply to assign a diagnosis. It is to better understand what may be contributing to a person’s difficulties and strengths. This understanding can help guide recommendations, identify helpful supports, and determine the most appropriate next steps for treatment.