Autism: Beyond Stereotypes and the Hidden Struggles of Neurodivergence


By Ashwini Anand (Ash), Clinical Psychologist, Chethana Psychology, Melbourne

Introduction

If you’re reading this, you may be seeking reliable information on autism, or perhaps you or someone you love feels misunderstood or “different.” Stereotypes and misinformation can leave you feeling isolated, but your struggles are real. Everyday environments, like bright lights, loud noises, or scratchy clothing in busy places, can be exhausting even if others don't notice. This blog aims to provide information and empathy for those navigating autism spectrum disorder (ASD).

Understanding Autism: Beyond the Stereotypes

Autism, or autism spectrum disorder (ASD), is a neurodevelopmental condition, meaning it involves the way the brain develops and functions. It affects communication, social interaction, and behaviour. The DSM-5 recognises three levels of autism, from Level 1 (requiring support) to Level 3 (requiring very substantial support). Many individuals with Level 1 or 2 autism spectrum disorder are able to manage daily responsibilities such as work, school, and relationships through social camouflaging. Social camouflaging refers to efforts to hide autistic traits to fit in socially, such as forcing eye contact, mimicking others' facial expressions, or copying speech patterns that feel unnatural. While camouflaging can facilitate positive interactions with others, it is also reported to be exhausting, often leading to diminished self-understanding and internalised stigma. Autism is often an invisible disability, meaning its effects are not always outwardly apparent, which makes support and understanding from others difficult to access (Raymaker et al., 2020).

Stereotypes and Facts

Stereotype: People with ASD are always dysfunctional or incapable.
Fact: Many autistic people are highly capable but expend enormous effort to navigate a world not designed for them. This effort can result in years of burnout, not lack of ability (Raymaker et al., 2020).

Stereotype: If you can “function,” you don’t need help or accommodations.
Fact: Autism is an invisible disability for many. "Invisible disability" means that the challenges are not obvious to others. Just because struggles aren’t visible doesn’t mean they aren’t real. Many clients may internalise negative self-perceptions such as feeling “lazy,” “weak,” or “incapable,” when these feelings often stem from the challenges of constant self-advocacy and a lack of acceptance or understanding from others, which has been shown to significantly impact mental health (Cage et al., 2018).

Stereotype: Autism is easy to spot or diagnose, especially in children.
Fact: For Levels 1 and 2 of autism, the challenges are often hidden. Diagnosis can be difficult, especially for girls, women, and those who mask or camouflage their difficulties (Hull et al., 2020).

The Cost of Coping: Burnout, Masking, and Gaslighting

Autistic people often mask their differences, over-explain to avoid being misunderstood, or spend years advocating for their needs. This constant effort can cause enduring burnout. They frequently face negative judgments, such as assumptions about a lack of empathy, which complicate their experiences (Gurbuz et al., 2024). Over time, this erodes self-confidence and can lead to loneliness or rejection sensitivity (Cage et al., 2018; Raymaker et al., 2020).

Overlap and Comorbidity:
ADHD, Trauma, and Eating Disorders

· OCD: Autism and obsessive-compulsive disorder (OCD) share some surface similarities; both can involve a strong need for control, routine, ritual, and doing things in a precise or repetitive way. However, the reasons behind these behaviours are different. For autistic people, routines and structure help manage the unpredictability and overwhelm of daily life, making the world feel safer and more manageable. For people with OCD, routines and rituals are usually driven by anxiety and a fear that something bad will happen if they don’t follow certain rules or perform rituals. These actions are meant to prevent a feared outcome or neutralise distressing thoughts (Russell et al., 2005; Van Steensel et al., 2011). It’s also common for people to have both ASD and OCD, which can make diagnosis challenging and may require an assessment from professionals with experience in both conditions.

  • ADHD: Many people with autism also have ADHD. This overlap brings additional challenges, such as executive dysfunction (difficulties with planning, focusing, and managing tasks), trouble expressing thoughts, and feeling “foggy” or overwhelmed (Leitner, 2014; Antshel et al., 2016).

  • Trauma: Research shows that autistic and ADHD clients are more likely to experience trauma, which refers to distressing or overwhelming experiences. This can further complicate diagnosis and daily life (Kerns et al., 2015).

  • Eating Disorders and Interoceptive Difficulties: Many autistic people struggle with interoceptive awareness. Interoception is the ability to notice and understand internal bodily signals (such as hunger, pain, or fullness). Difficulties with interoception in individuals with autism may contribute to overlaps with eating disorders, especially when these challenges are worsened by burnout or limited food choices (Kinnaird et al., 2019).

  • Weight Stigma: Overweight individuals may be wrongly viewed as having unhealthy eating habits, when, in fact, executive dysfunction and sensory needs related to autism can also shape eating behaviours (Kinnaird et al., 2019).

Parenting, Advocacy, and the Diagnostic Journey

My heart goes out to all the mothers and fathers who tirelessly advocate for their children, whether at school, in hospitals, or with specialists to get a diagnosis or have their child’s needs understood and accommodated. I see the strength it takes and the exhaustion from feeling unheard or unsupported.

Parents of children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) often spend years advocating, especially when the disability is “invisible.” The increased demand for assessments has created barriers to access, especially for children under four years old, leaving many parents feeling isolated or blamed for their child’s difficulties (Eapen et al., 2022). Traditional parenting methods may not always work for neurodivergent children, such as those with autism, leading to parenting stress and challenges in managing externalising behaviours, like acting out or defiance (Suvarna et al., 2025).

Getting Support: Steps You Can Take

If you suspect you or your child may be autistic:

1. Start with your GP: Share your concerns and request a referral for assessment. GPs can help rule out other causes and connect you with specialists.

2. Seek a psychologist or multidisciplinary team: Assessment may involve psychologists, speech pathologists, and occupational therapists. A thorough evaluation includes interviews, questionnaires, and sometimes observation or testing.

3. Advocate for yourself or your child: It’s okay to seek a second opinion, ask questions, and request accommodations at school, work, or in healthcare. Understanding your rights and options is empowering.

A diagnosis can validate your experience and connect you to support. You’re not alone. Help is available.

References

Antshel, K. M., Zhang-James, Y., Wagner, K. E., Ledesma, A., & Faraone, S. V. (2016). An update on the comorbidity of ADHD and ASD: A focus on clinical management. Expert Review of Neurotherapeutics, 16(3), 279-293.

Cage, E., Di Monaco, J., & Newell, V. (2018). Experiences of autism acceptance and mental health in autistic adults. Journal of Autism and Developmental Disorders, 48(2), 473-484.

Eapen, V., Crncec, R., & Walter, A. (2022). Clinical services for children with neurodevelopmental disorders: Barriers and recommendations. Journal of Paediatrics and Child Health, 58(10), 1727-1733.

Gurbuz, E., Hanley, M., & Riby, D. M. (2024). Masking and the mental health of autistic adults: A meta-synthesis. Autism, 28(1), 12-29.

Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron‐Cohen, S., Lai, M. C., & Mandy, W. (2020). “Putting on my best normal”: Social camouflaging in adults with autism spectrum conditions. Journal of Autism and Developmental Disorders, 50(7), 2244–2256.

Kerns, C. M., Newschaffer, C. J., & Berkowitz, S. J. (2015). Traumatic childhood events and autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(11), 3475–3486.

Kinnaird, E., Norton, C., & Tchanturia, K. (2019). Eating disorders in autism spectrum disorder: A systematic review. Advances in Autism, 5(3), 195-207.

Leitner, Y. (2014). The co-occurrence of autism and attention deficit hyperactivity disorder in children–what do we know? Frontiers in Human Neuroscience, 8, 268.

Raymaker, D. M., Teo, A. R., Steckler, N. A., Lentz, B., Scharer, M., Delos Santos, A., & Nicolaidis, C. (2020). “Having all of your internal resources exhausted beyond measure and being left with no clean-up crew”: Defining autistic burnout. Autism in Adulthood, 2(2), 132-143.

Russell, A. J., Mataix-Cols, D., Anson, M., & Murphy, D. G. (2005). Obsessions and compulsions in autism: A symptom or a co-morbid disorder? Journal of Autism and Developmental Disorders, 35(3), 395-406.

Suvarna, V., Lakshminarayanan, S., & Kumar, R. (2025). Parenting stress and externalizing behaviour in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 55(2), 628-639.

Van Steensel, F. J., Bögels, S. M., & de Bruin, E. I. (2011). Psychiatric comorbidity in children with autism spectrum disorders: A comparison with children with ADHD. Journal of Child and Family Studies, 20(6), 855-861.

Disclaimer: This blog post is provided for general information and psychoeducation purposes only. It is not intended as a substitute for professional advice, diagnosis, or treatment. If you are seeking mental health support or assessment, please consult a qualified health professional.