Self-Identity and Autism: Why Does It Matter?

“I don’t know who I am. I cannot communicate my inner self with those I want to. I am unable to communicate on a really deeper level.” – Autistic teenager

Forming a sense of identity is a central developmental task in adolescence. For many autistic teenagers, this journey can be complex and shaped by a mix of personal reflection, social feedback, and access to affirming narratives. While some describe positive and empowering identity development, others face significant challenges, often linked to external invalidation and internalised stigma.

Alexipersona

Alexipersona is a term we use to describe difficulty finding words to explain one’s own personality traits or those of others. This experience overlaps with constructs such as alexithymia (difficulty identifying and describing feelings) and interoceptive differences (differences in sensing and interpreting internal bodily signals).

Autistic adolescents may be skilled at categorising factual information, especially about their deep and focused interests, but can find it harder to develop an equivalent framework for describing people, including themselves. In some cases, this skill emerges later in development, particularly when supported through opportunities for self-reflection, vocabulary building, and exposure to varied personality descriptions.

Peer experiences and self-concept

For many autistic adolescents, peer interactions play a decisive role in shaping self-perception. Repeated negative experiences—such as rejection, exclusion, or bullying—can contribute to internalised stigma and enduring self-beliefs such as “I am not good enough” or “There is something wrong with me.” Research has found that self-stigma mediates the relationship between social rejection and internalising symptoms, increasing vulnerability to depression and anxiety.

By contrast, affirming peer relationships can buffer against these effects. Supportive friendships and communities provide validation, helping to counteract negative narratives and build a more positive self-concept.

Camouflaging and masking

Camouflaging refers to adapting one’s social behaviour to meet perceived expectations, often by using rehearsed scripts or imitating others. For some autistic people, this begins in childhood as a strategy to avoid bullying or social exclusion. While camouflaging may provide short-term social protection, research shows it is linked to fatigue, anxiety, identity confusion, and a sense of disconnection from one’s authentic self.

“I just do what they expect so they don’t pick on me.” – Autistic adolescent

These behaviours are adaptive in hostile environments but can become maladaptive when they obscure needs, delay diagnosis, or contribute to mental health difficulties. Reducing environmental demands to camouflage and fostering identity-affirming spaces can support mental wellbeing.

Diagnosis and disclosure

Receiving an autism diagnosis, whether in childhood, adolescence, or adulthood, can be a pivotal identity event. For some, it provides a framework to understand past experiences and leads to self-acceptance: “It was like… everything finally made sense.” For others, especially where diagnosis is poorly explained or framed in deficit-based terms, it can be destabilising and contribute to self-doubt.

Decisions about disclosing an autism diagnosis are shaped by anticipated stigma and previous experiences of rejection. Clinically, this underscores the need for support beyond diagnosis delivery—helping people process the meaning of diagnosis and navigate disclosure safely.

Language, labels, and self-understanding

The language used to describe autism, whether clinical, colloquial, or personal, has a powerful influence on self-concept. Deficit-based language can reinforce self-stigma, while identity-affirming language (e.g., “autistic person,” “neurodivergent identity”) is associated with increased pride, self-efficacy, and a stronger sense of belonging.

As one young person expressed: “Autism isn’t something I have—it’s who I am.”

Protective factors: community, pride, and belonging

Research consistently shows that in-group identification with the autistic community can improve mental wellbeing, self-esteem, and resilience. Connections with autistic peers, whether through advocacy networks, social media, or informal friendships, can help replace feelings of isolation with recognition and solidarity.

“I didn’t know anyone like me until I found this group online—and suddenly I wasn’t broken anymore.” – Autistic adult

These protective factors are not limited to formal programs; everyday acts of validation and inclusion can have a lasting impact.

Mental health impacts

Self-stigma and identity-related challenges are closely linked to mental health outcomes, including depression, anxiety, and suicidality. Strengthening positive identity and reducing internalised stigma can serve as key therapeutic targets, both to improve wellbeing and as part of suicide prevention strategies for autistic adolescents and adults.

Australian policy context

Australia’s National Autism Strategy (2025–2031) and First Action Plan (2025–2026) emphasise identity-first language, inclusion, peer support, and environments that enable autistic people to live authentically. These policy directions align with research evidence showing that supporting positive self-identity is central to health, participation, and quality of life.

Where to from here?

Half-Day Workshop: Autism: Developing a Positive Self-Identity

Research shows that autistic people who embrace their autism experience improved wellbeing, self-esteem, and life satisfaction. Yet many face barriers such as masking, stigma, and misunderstanding.

In this half-day workshop, we explore:

• Common barriers to developing a positive autistic identity and how to overcome them
• The impact of language on thinking and self-perception
• Safe unmasking strategies to preserve energy and increase self-knowledge
• Practices to build self-awareness, self-compassion, and recognise autistic strengths

Suitable for autistic people of all ages, their families, educators, and clinicians.

References and Further Reading

• Overton et al., 2024. Autistic identity development in adolescence: Navigating stigma and self-discovery.
• Cohen et al., 2022. Adolescent experiences of autistic identity: Pride, shame, and social context.
• Morgan et al., 2023. Internalised ableism in autistic youth.
• Camus et al., 2024. Community belonging and mental health in autistic adults.
• Australian Government Department of Health, Disability and Ageing, 2025. National Autism Strategy – First Action Plan.