Kate Coldrick shares her SEN Magazine article, Girls Who Mask, on recognising autistic masking in girls and why calm classrooms can hide distress.

I’m very pleased to share that my latest article, Girls Who Mask, has been published in the May/June issue of SEN Magazine.

The article explores the challenge of recognising autistic masking in girls within mainstream classrooms, particularly at a time when current SEND reform proposals are placing renewed emphasis on early identification and inclusive support pathways. The issue can be viewed online through SEN Magazine’s June 2026 newsletter.

Many autistic girls remain overlooked in school because their difficulties do not always fit traditional expectations of what autism “looks like”. They may appear academically capable, socially engaged and behaviourally compliant while simultaneously experiencing significant anxiety, sensory overload and exhaustion beneath the surface.

In the article, I explore how masking can develop as a response to classroom expectations and behaviour systems that reward outward calm and compliance. Practices designed to signal “good behaviour” – such as sustained eye contact, stillness and immediate responsiveness – may unintentionally encourage some pupils to suppress signs of distress in order to avoid correction or negative attention.

As a result, the pupils who appear to be coping best are not always the ones finding school easiest to navigate.

The article also discusses the recent SEND reform proposals alongside the recommendations of the Neurodivergence Task and Finish Group report, particularly its emphasis on needs-led identification, listening to families and creating more inclusive mainstream environments.

One of the central ideas running through the piece is that early identification cannot rely only on visible disruption or academic difficulty. Schools also need to become better at recognising quieter signs of distress: perfectionism, exhaustion, anxiety and the effort of constant self-monitoring.

I’m very grateful to the editorial team at SEN Magazine for the opportunity to contribute to the May/June issue.

The article currently appears in the print edition and digital issue viewer of the magazine. If an individual online version becomes available later, I’ll share the link here.

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Written by Kate Coldrick, literacy tutor and educational writer. Explore more of my articles and resources for teaching neurodivergent students at katecoldrick.com and find tailored support for parents at neurodiversitylsc.co.uk.