“We are different, that’s a fact, but they treat us like we’re different-er”: understandings of autism and adolescent identity development

Abstract

Purpose

A key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this process. The purpose of this paper is to explore identity development from a contextualist perspective, foregrounding young people’s experiences within mainstream educational settings.

Design/methodology/approach

A longitudinal, qualitative methodology was used: semi-structured interviews were conducted annually with 14 autistic young people, their parents and teachers between school years 6 and 9.

Findings

Young people felt different from their neurotypical peers and their acceptance of their diagnosis changed over time as they managed their developing personal and public identities. In pursuit of being treated “normally,” many camouflaged their differences at school, which sometimes involved opting out of school-based support. Adults described their own understandings of autism and discussed the responses of others in the school environment to autistic differences.

Originality/value

The influence of sociocultural discourses of autism on young people’s identity development is discussed and implications for both school based and post-diagnostic support for young people and their families explored.

Citation

Mesa, S. and Hamilton, L.G. (2022), "“We are different, that’s a fact, but they treat us like we’re different-er”: understandings of autism and adolescent identity development", Advances in Autism, Vol. 8 No. 3, pp. 217-231. https://doi.org/10.1108/AIA-12-2020-0071