Perceptions of school by two teenage boys with Asperger syndrome and their mothers: a qualitative study.
Teens with Asperger syndrome may hide their struggles at school, so check for hidden stress even when behavior looks good.
01Research in Context
What this study did
Two teenage boys with Asperger syndrome and their moms sat for long interviews. They talked about every part of school life: classes, lunch, friends, homework, and meltdowns.
The researchers read the transcripts and pulled out repeating ideas. They grouped these ideas into four clear themes.
What they found
The boys said they often 'masquerade.' That means they copy other kids to look normal. Inside they feel lost and tired, but outside they smile and nod.
Moms saw stress signs the teachers missed. The boys came home and fell apart. School reports still said 'doing fine.'
How this fits with other research
Gandhi et al. (2022) later gave the CAT-Q survey to lots of autistic adults. Women and gender-diverse people scored highest. The survey turns the old idea of 'masquerading' into numbers you can track.
Liu et al. (2024) did the same with teens in Taiwan. They showed that more camouflaging equals more stress. This backs up the moms' stories from 2001.
Arnold et al. (2026) warn that the CAT-Q can be swayed by social anxiety. So the survey is useful, but always pair it with interviews or observations.
Why it matters
If a student looks calm at school, do not assume all is well. Ask about headaches, stomach aches, or after-school meltdowns. Add a quick camouflaging scale like the CAT-Q, but trust parent reports too. Plan breaks, safe spaces, and honest check-ins so kids do not have to 'masquerade' to survive the day.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Add one question to your daily check-in: 'Did you feel like you had to pretend today?'
02At a glance
03Original abstract
This qualitative study aimed to develop an understanding of the challenges faced by teenage boys with Asperger syndrome and their mothers. A case study approach was used to collect data from two 13-year-old boys who have Asperger syndrome and their mothers in Queensland, Australia. Data were collected through the use of semistructured interviews. The words of the boys and their mothers provide a valuable insight into the personal experiences and feelings of the participants. An inductive approach to data analysis identified four themes: (1) developmental differences; (2) problems associated with the general characteristics of Asperger syndrome (i.e. communication and social difficulties, restricted range of interests, a need for routine); (3) stress; and (4) 'masquerading'. The first three themes relate strongly to the current literature, but the emergence of masquerading is of particular interest in developing a fuller understanding of the experiences of individuals with Asperger syndrome at school.
Autism : the international journal of research and practice, 2001 · doi:10.1177/1362361301005001004