Masking and executive function: my experience as a high-masking neurodivergent child
Masking—it's a topic that comes up time and time again in parent sessions and school meetings. We know it can significantly impact mental health, behaviour, and even physical well-being. But what’s often overlooked is how masking makes it difficult for teachers to truly understand and support our neurodivergent (ND) gems.
One area where we can make a meaningful difference and reduce masking at school is through a focus on Executive Function (EF). As the school year has gotten underway, I’ve been reflecting deeply on this, diving into new research and revisiting my own experiences. Today, I’d like to share my reflections, learnings, and personal story of being a high-masking, unidentified AuDHDer in school—and I’d love to hear your thoughts too!
Why Executive Function Matters
As health professionals and educators, we know that executive functioning (EF) skills—such as planning, organisation, and time management—are crucial for academic success. What might surprise you is that research has shown EF skills are more important for school readiness than IQ or entry-level reading or maths skills (Blair & Razza, 2007; Morrison et al., 2010). Despite this, EF challenges often go unnoticed, especially when our precious gems are masking them.
My Grade 6 Experience: Executive Function Challenges
In Grade 6, my teacher noticed that I was constantly misplacing my belongings. Despite my dad's best efforts to teach me how to stay organised (he was so structured!), I struggled with the very skill he excelled at.
Concerned about my future, my teacher called my parents in for a meeting. She worried my disorganisation might hinder my success at secondary school. While I wasn't present during the meeting, I felt the ripple effects when my parents shared the discussion with me. I was a student who tried so hard to do well and to please my teachers, so hearing this feedback was confusing and upsetting.
Without a clear explanation, my young mind tried to fill in the gaps. Was my teacher picking on me? Was I not trying hard enough? As humans—especially as children—we instinctively try to make sense of our experiences. When information is lacking, we guess, and sometimes, those guesses shape our self-perception and identity in profound ways.
That meeting planted a seed of determination in me. I decided I would never give anyone a reason to doubt my ability to succeed—or be organised—ever again. The story I told myself was, "You just need to try harder, Sarah." So, I did. I began to mask my struggles, closely observing my peers and adopting subtle compensatory strategies. Looking back, I now see that I was masking my EF challenges as an unidentified ADHDer—something that, as research suggests, is particularly common among females.
Studies have shown that girls often mask difficulties related to EF or ADHD traits to meet expectations, which can lead to increased stress and hidden struggles (Quinn & Madhoo, 2014; Rucklidge, 2010). For me, this eventually led to a diagnosis of Generalised Anxiety Disorder during university. I’d been experiencing anxiety throughout my schooling, but it wasn’t until then that I sought professional help. While my anxiety wasn’t solely due to EF challenges, they were undoubtedly a contributing factor.
My lived experiences, alongside those of my children and the families I work with, fuel my passion for educating children—and the adults around them—about executive functioning. My goal is to reduce the negative impacts on learning, educational attainment, mental health, and self-esteem. When kids understand why something is difficult or different for them, it lessens the likelihood they’ll internalise it as "something is wrong with me."
