Payal Banerjee
Adamas University, Kolkata
Pages: 121-131
Neurodivergent students in mainstream educational settings often experience pressure
to conform to neurotypical expectations, leading many to engage in masking or
camouflaging behaviors. While masking may help achieve temporary social acceptance,
it is associated with significant psychological costs. This mixed-methods study
examined the relationships among masking, burnout, identity disturbance, self-esteem,
and perceived social support in 220 neurodivergent students aged 16–25. Quantitative
findings revealed that higher masking was strongly associated with increased burnout
and identity disturbance, while burnout was linked to lower self-esteem. Female
participants reported significantly higher masking levels than males. Perceived social
support partially mediated the relationship between masking and burnout, suggesting
that reduced social connection contributes to psychological distress. Qualitative
interviews with 20 participants identified themes of fear of rejection, emotional exhaustion,
fragmented identity, social isolation, and the need for neuro-inclusive environments.
The findings emphasize the importance of neurodiversity-affirming educational policies,
inclusive practices, and supportive mental health resources.