A story about masking in autism and ADHD

Many neurodiverse learners silence parts of themselves to fit social expectations. This is masking. It often shows as copying, socially blending, forcing small talk, suppressing emotions, or withdrawing. The story of the Lion Who Hid His Roar speaks to that experience.

A lion lived among animals who spoke softly. His roar felt loud. He worried his voice would overwhelm others. So he copied their tone and stayed small. The animals liked him, yet he felt isolated. He hid his authentic sound to feel safe.

One day he let his roar out to breathe. His friends paused. They were not upset. They saw him fully for the first time. They wanted his honest voice. He learned that belonging does not require shrinking himself.

This story mirrors experiences of many children and adults with autism or ADHD. Masking often develops as a response to social pressure, misunderstanding or fear of rejection. Research shows that prolonged masking links to high emotional fatigue and burnout (Botha and Frost, 2020). Many children mask in school and show distress only later at home. This does not mean they are fine during the day. Masking is effort.

Why masking happens

1. Social pressure to blend in
2. Fear of judgment or exclusion
3. Lack of sensory safety
4. Fear of misunderstanding

Studies on autistic masking suggest that acceptance, predictability and emotional safety help reduce the need to hide (Cage and Troxell, 2019).

How educators and shadow teachers support unmasking

Strong environments support self expression. Practical steps:
• Normalize different communication styles
• Validate unique interests
• Prioritize predictability and sensory friendly routines
• Encourage consent based interaction
• Model acceptance when a child communicates differently

When children experience validation, they often feel safer expressing emotions and needs. Connection grows.

A message for families and teens

Your voice is not too much. Expression is part of identity. A safe environment welcomes difference. Children do not need to earn belonging by suppressing themselves.

For adults who masked throughout childhood, this message matters. Your roar has value. Your story holds strength. Your voice has a place.

If you support a learner who hides emotions, voice or energy, start by creating spaces that reward authenticity. Let them express. Let them be loud or quiet. Let them show difference. A safe relationship strengthens regulation and communication.

Continue learning and building inclusive classrooms

• Explore our Diploma in Shadow Teaching
• Book a clarity session
• Follow EducateAble on YouTube, Instagram and LinkedIn for strategies and tools
• Share this post with someone who supports neurodiverse learners

Save this message for your next classroom discussion or parent conversation. Comment a lion emoji if you have ever softened your voice to fit in.

References
Botha, M. and Frost, D. (2020). Autism employment pathways and the consequences of masking.
Cage, E. and Troxell, R. (2019). Social experiences and wellbeing in autistic adults.